Revised by Diana Wall, Chair, Spring 2012

Mission Statement

Our mission is to provide an anthropological perspective on human behavior that provides a comparative, historical, and holistic understanding. Concomitant with this mission is providing students with access to academic excellence, and understanding of the life of New York City, and the value of the students’ role as contributors to the welfare of their city.

The Department of Anthropology has the mission of providing students with a learning experience that will establish a foundation for their life long educational needs and enhance their abilities to live and work in a diverse society.

The faculty seek to prepare students for successful careers by encouraging students’ understanding and promotion of diversity as well as the mastery of quantitative and qualitative research skills that can be applied to goal setting and problem solving. The curricular practice of the department is based on a commitment to explicate local and global relationships; to adopt an explicitly comparative, historical, and holistic approach to human biology, behavior and cognition; to support anthropological practice that is clearly connected to a range of contemporary issues and problems. Briefly, we seek to assist students in understanding themselves in their world.

In its strategies and principles of operation, the Anthropology Department will work:

• To maintain and increase its faculty in line with its mission.• To promote external funding for research, scholarships, and departmenta Programs.• To develop innovative undergraduate and graduate programs, especiall those with

interdisciplinary focuses.• To host celebrations, performances, lectures, symposia, and other events designed to

celebrate culture and stimulate thinking and reflection.

ANTHROPOLOGYCity CollegeDepartment of

Revised by Diana Wall, Chair, Spring 2012

Learning Objectives

In line with its mission, the Anthropology major has the following general educational goals:

• To contribute to the student’s general education by providing them with a grounding in

general anthropology (comprising the four subfields:archaeological, cultural, linguistics, and

biological).

• To instill in students the value of the world’s cultures and people along with the universal

moral principles that should guide human life.

• To assist students in developing critical thinking and high level of oral and written

communication.

• To provide students with a foundation in quantitative and qualitative reasoning, analysis,

evaluation, and synthesis of their research and learning, thus creating the wherewithal for

life-long learning and adaptation to an ever-changing world.

• To assist students in qualifying to enter graduate programs in anthropology.

• To assist students in realising their career and life goals.

Learning Outcomes

Student with a B.A. in Anthropology will:

1. BasicPrinciples — An understanding of and the ability to utilize the basic principles and

points of view of anthropology, which will allow the students to gain insight into the

behavior of people functioning in various cultural groups — in the present, the past, and

particular geographical areas; this will involve understandings of the notions of human

nature, evolution, culture, society, enculturation, institution, ritual, symbol, belief, values,

customs, and language.

2. FourSubfields — An understanding of and the ability to utilize the basic principles and

points of view of anthropology, which will allow the students to gain insight into the

behavior of people functioning in various cultural groups — in the present, the past, and

particular geographical areas; this will involve understandings of the notions of human nature,

evolution, culture, society, enculturation, institution, ritual, symbol, beliefs, values, customs,

and language.

3. SelfinSociety — An understanding of the self in society, life trajectories, types of

Revised by Diana Wall, Chair, Spring 2012

relatedness, setting and realizing goals, and problem solving on the individual, group, and

societal levels.

4. Evolution — An understanding of the principles of the evolution of humans, our nonhuman

ancestors, and our closest kin along with the biological bases of human cognition, behavior,

and variation (biological anthropology).

5. HumanPast — An understanding of techniques for studying the human past through

examination of the physical remains of the cultures of previous societies (archaeology).

6. UniversalTraits — An understanding of the distinctive, universal features of human

groups, including but not limited to making tools with tools, language, cultural

complexity, and cooperation.

7. SocialStructure — An understanding of social structure, including the quest for social justice

as well as the roles of invidious groupings and inequality based on socioeonomics class? race,

caste, gender/sexuality, ethnicity, religion, and national origin.

8. Place&Change — An understanding of the local, the national, and the global along with

the notions of cultural diffusion, cultural exchange, ecology, environment, and adaptation.

9. Language — An understanding of human language as distinguished from other forms

of communication, the equality and relatedness of languages and dialects, the building

blocks of language structure, language change and contact, language in culture and

society, communicative practices, multilingualism, and the interpretation of speech

(linguistic anthropology).

10.Research&Ethnographies — An understanding of the research and writing of

ethnographics, the preeminent tool for anthropological understanding, incorporating

qualitative and quantitative data, ethics, participant observation, and etic as well as

academic perspectives.

Learning Outcomes(See Appendix for full outcome descriptions)

Courses,Programs,Experiences

10100 10101Gen’l Anth

Introductory:

20000Archeology

20100Cultural

20200Linguistics

21002Writing in Soc. Science

20300Human Origins

Electives:

20500Hist. Arch.

21500State Origins

22500Class. Gender

22800Urban

20501Hist. Arch.Fieldschool

22900 Change &Modernization

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

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x

x

x

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x

x

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3 4 5 6 7 8 9 10

Revised by Diana Wall, Chair, Spring 2012

1 2

Learning Outcome Grid(Outcomes are numbered from 1 to 10 as listed above)

Learning Outcomes(See Appendix for full outcome descriptions)

Courses,Programs,Experiences

27300Black Eng.

27500Creole Socio-Linguistics

28500Hered / Race / Intel

29000Human Ecology

29500Bio — Cultural

Advanced

32000Islamic Cultures / Issues

32200Immigrant / RefM’ments / Issues

32400Violation / HumanRights

33100Hist. Anth Theory

33000Culture Theory

32100Health Issues / Alternatives

35000Race / Racism

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x x x

x

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x

3 4 5 6 7 8 9 101 2

Revised by Diana Wall, Chair, Spring 2012

Department of Anthropology (cont’d)(Outcomes are numbered from 1 to 10 as listed above)

Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012

Dear Graduating Anthropology Major:  Congratulations on your success at CCNY. We are asking you to take this survey because we value the expertise you have developed at City and would like your input on ways to improve the Department.   The information you provide in the survey is strictly confidential. The survey is unsigned and will not reveal the identity of individual respondents.  

1. I plan to graduate in (Please check one):

2. What type of career are you interested in? (Please check all that apply)

June 2012 

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September 2012 

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February 2013 

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Other (please specify) 

Academic 

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Museums 

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Public Policy 

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Business 

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Finance 

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Development 

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Health professions 

gfedc

Education 

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Government 

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Non­profit 

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Other (please specify) 

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Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 20123. How satisfied are you with each of the following? Please check the most suitable answer and provide an example or two supporting your insight on the space below:

UnsatisfiedSomewhat unsatisfied

NeutralSomewhat satisfied

Satisfied

a. The Department’s facilities (e.g., classrooms, computers, etc.).

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b. Your Department's student facilities (e.g., copiers, society offices,social support).

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c. Your Department's faculty. nmlkj nmlkj nmlkj nmlkj nmlkj

d. The administration of the Department. nmlkj nmlkj nmlkj nmlkj nmlkj

e. The student/faculty relationships in the Department. nmlkj nmlkj nmlkj nmlkj nmlkj

f. The administration of your Division or School (e.g., Dean, Advisors).

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g. Your experience at The City College of New York. nmlkj nmlkj nmlkj nmlkj nmlkj

Other (please specify) 

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Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 20124. How well do you think the Anthropology major educated you in each of the following areas? Please check the most suitable answer:

5. Overall, how would you evaluate the quality of academic advising you have received at CCNY?

6. How would you evaluate your entire educational experience at CCNY?

Poor or not at allNot quite satisfactory

Adequate Good Excellent

a. the concept of culture nmlkj nmlkj nmlkj nmlkj nmlkj

b. the four fields of anthropology, how they complement each other, and the insights that together provide about the human condition.

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c. the principals of the evolution of human beings, our non­human ancestors, and our closest primate kin.

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d. the biological bases of human cognition, behavior, and genetic variation.

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e. the techniques for studying the human past through the examination of the material remains of the cultures of previous societies.

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f. the quest for social justice and the elimination of inequality based on class, race, caste, gender/sexuality, ethnicity, religion, and national origin.

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g. an understanding of the local, the national, and the global

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h. human language as distinguished from other forms of communication.

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i. an understanding of the reading and writing of ethnographies, the preeminent tool for anthropological understanding, incorporating qualitative and quantitative data, ethics, participant observation, and etic as well as ernic perspectives

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j. how to critically evaluate scientific claims nmlkj nmlkj nmlkj nmlkj nmlkj

k. how to communicate ideas orally nmlkj nmlkj nmlkj nmlkj nmlkj

l. how to communicate ideas in writing nmlkj nmlkj nmlkj nmlkj nmlkj

Excellent 

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Good 

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Fair 

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Poor 

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Excellent 

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Good 

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Fair 

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Poor 

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Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 20127. If you could start over again, would you attend CCNY?

8. Please identify any areas of concern, if any, that you feel your department should improve to provide a better education:

 

9. Please identify the Department's strengths:

 

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55

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Definitely yes 

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Probably yes 

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Probably no 

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Definitely no 

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Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 2012Anthropology Graduating Senior Survey-Spring 201210. Would you recommend your department to friends or relatives? (Please check one:)

11. Are you employed?

12. If Yes, is this job related to your major?

13. If employed, is what you learned in Anthropology relevant to your work?

14. Are you applying for or accepted to graduate school?

15. If so, which school? 

16. If No, do you plan to apply to graduate school in the future?

Thank you for completing the Graduating Senior Survey! 

Yes 

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nmlkj Maybe/Doubtful 

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Yes 

nmlkj No 

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Yes 

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Yes 

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Yes 

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Yes 

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Last revised, Spring 2012

Mission Statement

The mission of the Economics department follows directly from the mission of the College:

to foster student-centered education and to advance knowledge through scholarly research.

Student-centered education will enable undergraduate and graduate students to analyze

the nature and performance of the social institutions which facilitate the allocation of scarce

resources among society’s members. The undergraduate program in Economics trains students

to evaluate a wide range of issues and problems so that they will have a basis for judging

policies that promote social welfare. Undergraduates in Management and Administration will

develop the skills necessary to manage and lead the modern organization in order to compete

in today’s world. The student programs emphasize the application of mathematics as well as

the development of writing skills. Students gain quantitative and information-technology skills

necessary to appreciate and evaluate economic theory and policy for each program of study.

Following the College’s vision of “Access to Excellence,” courses are taught within a broad

educational perspective stressing the importance of imaginative thinking, free inquiry, and

the pursuit of life-long learning. As CCNY is a public college, graduates from the department

will be informed, critical citizens with excellent skills in oral and written communication and

possess the skills to become engaged competent professionals in their chosen field.

Learning Outcomes

Student with a B.A. in Economics and Management should

1. explain the fundamental concepts of economic and managerial science.

2. apply mathematically rigorous analysis to appropriate topics.

3. collect and analyze economic and business data using appropriate statistical techniques

and contemporary information technology skills.

4. integrate theory with public policy.

6. compose excellent oral and written communications for diverse audiences.

7. appraise and refine their own teamwork and leadership skills.

ECONOMICSCity CollegeDepartment of

5. evaluate particular theories against empirical findings within management, finance, or economics.

Last revised, Spring 2012

Alumni of the economics and management programs should

8. contribute to the economic life of New York, in concord with The City College’s mission as

a public university with public purposes.

9. pass relevant professional exams and excel in their chosen careers.

The economics department should

10. attract and retain a diverse array of excellent students, in keeping with The City College’ mission.

Last revised, Spring 2012

Learning Outcome Grid (Outcomes are numbered from 1 to 7 as listed below.

receives some emphasis in the course; receives substantial emphasis in the course)

Courses Learning Outcomes

1 2 3 4 5 6 7

100Intro Micro

103Intro Macro

104Quantitative Econ Analysis

10101Honors Econ

220Intermediate Micro

225Intermediate Macro

230International Econ

231International Finance

240Econ Development

260Industrial Organization

270Money & Banking

271Corporate Finance

272Investments

274Advanced Finance

275Options & Futures

280Labor

1. Explain the fundamental concepts of economic and managerial science.

2. Apply mathematically rigorous analysis to appropriate topics.

3. Collect and analyze economic and business data using appropriate statistical techniques and contemporary

information technology skills.

4. Integrate theory with public policy.

5. Evaluate particular theories against empirical findings within management, finance, or economics.

6. Compose excellent oral and written communications for diverse audiences.

7. Appraise and refine their own teamwork and leadership skills.

Last revised, Spring 2012

Courses Learning Outcomes

1 2 3 4 5 6 7

290Statistics

294Comp. Aided Econ

330Marketing

340Organization & Mgmt.

350Managerial Econ.

352Operations & Production

353Admin. & Managerial Policy

358Gov’t Regulation and Exec…

360Accounting

299Developing Mgmt. Skills

354Information & Tech. Mgmt.

355Leadership

Learning Outcome Grid (Outcomes are numbered from 1 to 7 as listed below.

receives some emphasis in the course; receives substantial emphasis in the course)

Last revised, Spring 2013

Mission Statement

The mission of the Economics department follows directly from the mission of the College:

to foster student-centered education and to advance knowledge through scholarly research.

Student-centered education will enable undergraduate and graduate students to analyze

the nature and performance of the social institutions which facilitate the allocation of scarce

resources among society’s members. The undergraduate program in Economics trains students

to evaluate a wide range of issues and problems so that they will have a basis for judging

policies that promote social welfare. Undergraduates in Management and Administration will

develop the skills necessary to manage and lead the modern organization in order to compete

in today’s world. The student programs emphasize the application of mathematics as well as

the development of writing skills. Students gain quantitative and information-technology skills

necessary to appreciate and evaluate economic theory and policy for each program of study.

Following the College’s vision of “Access to Excellence,” courses are taught within a broad

educational perspective stressing the importance of imaginative thinking, free inquiry, and

the pursuit of life-long learning. As CCNY is a public college, graduates from the department

will be informed, critical citizens with excellent skills in oral and written communication and

possess the skills to become engaged competent professionals in their chosen field.

ECONOMICSCity CollegeDepartment of

Last revised, Spring 2013

Learning Outcomes

Graduates Students in Economics and Business should be able to:

1. explain the fundamental concepts of economic and managerial science.

2. apply mathematically rigorous analysis to appropriate topics.

3. collect and analyze economic and business data using appropriate statistical techniques and

contemporary information technology skills.

4. integrate theory with public policy.

5. evaluate particular theories against empirical findings within management, finance, or economics.

6. compose excellent oral and written communications for diverse audiences.

7. appraise and refine their own teamwork and leadership skills.

Alumni of the economics and management programs should

8. contribute to the economic life of New York, in concord with The City College’s mission as

a public university with public purposes.

9. pass relevant professional exams and excel in their chosen careers.

The economics department should

10. attract and retain a diverse array of excellent students, in keeping with The City College’ mission.

Last revised, Spring 2013

Learning Outcome Grid (Outcomes are numbered from 1 to 7 as listed below.

receives some emphasis in the course; receives substantial emphasis in the course)

Courses Learning Outcomes

1 2 3 4 5 6 7

B0000Micro

B1000Macro

B2000Stats

B2100Econometrics

B3100Public Finance

B4000Labor

B5000Industrial Organization

B6000Development

B7100 International

B7900 Adv. Finance

B9502Urban

B9510Finance

B9511 Money & Banking

B9512Investment

1. Explain the fundamental concepts of economic and managerial science.

2. Apply mathematically rigorous analysis to appropriate topics.

3. Collect and analyze economic and business data using appropriate statistical techniques and contemporary

information technology skills.

4. Integrate theory with public policy.

5. Evaluate particular theories against empirical findings within management, finance, or economics.

6. Compose excellent oral and written communications for diverse audiences.

7. Appraise and refine their own teamwork and leadership skills.

Last revised, Oct. 2011

Mission Statement

The Master’s Program in International Relations is a professional academic program providing

high-level education and training for those interested in pursuing an international affairs career

in government, the private sector, an international organization, the foreign service, or a non-

governmental organization.

The program provides students a broad study of international affairs with an emphasis on

international organization, foreign policy analysis, international law, and international political

economy. Within this framework, students will have the opportunity to pursue additional

elective concentrations in diplomacy, security issues, human rights, regional politics, or

international economics.

The Master’s Program in International Relations supports the College’s mission to provide “a

diverse student body with exceptional opportunities to participate in creative intellectual pursuits”

and accord well with the College’s emphasis on “attainment of rigorous academic goals.”

Learning Outcomes

One of the primary objectives of our MA program is to promote critical thinking and to

enable students to acquire knowledge and apply critical thinking to the international relations

discipline and to practical problems within the international setting. It is our intention to

encourage the development of these skills in each of our courses, using readings, writing

assignments, classroom exercises and through the hands-on experience of internships. We

also encourage the development of these skills through mentoring and advisement during the

thesis writing process.

Student with the M.A. in International Relations will:

1. Provides the tools to analyze the political institutions and processes that define the

international system of nation-states and transnational actors.

INTERNATIONALRELATIONSM.A.

Last revised, Oct. 2011

2. Offers an in-depth examination of the legal norms and rules that regulate the behavior of

states across borders.

3. Examines the global and regional institutions that promote security, prosperity, development

and human rights.

4. Trains students to conduct major research projects at a high academic level.

5. Provides students with the opportunity to study the major economic institutions.

6. Improves students’ information-seeking skills: ability to scan the literature efficiently, using

manual or computerized methods, to identify sets of useful articles, books, and other peer

reviewed resources.

7. Increases critical appraisal: the ability to apply principles of analysis to identify valuable (and

valid) research.

8. Provides practices in formulating concise summary: the ability to briefly and cogently

summarizing complicated issues.

9. Helps students understand world events and interactions.

10. Encourages students to think, debate, and be critical.

11. Develops students’ communication skills (oral and written).

Last revised, Spring 2012

Mission Statement

The mission of the International Studies Program is to prepare CCNY students to be

responsible citizens with the ability to draw on the intellectual foundations of cognate

Social Science and Humanities disciplines in order to conceptualize, analyze and understand

contemporary global issues and apply this learning in a society of increasingly global social,

economic and political relationships.

The Program is unique in its field in combining an analysis of power-based international relations

among nation-states with explorations of cultural interactions among the peoples who constitute

those nations and states. Students are thus encouraged to contemplate the relationship between

societal factors and political action in an international context, giving them a deeper understanding

of the forces that govern international issues.

The Program also juxtaposes the cognitive learning that is classroom based with experiential

learning in the setting of an internship in an international organization, enabling students to

apply theory and concept to praxis.

Opportunities for study abroad (through a specifically designated fellowship for overseas

travel) take students into unfamiliar cultures where they learn to understand and adapt to

those cultures and become more aware of their own cultural moorings. The internships and

the study abroad are designed to facilitate reflection by students on their own learning goals

and values and an understanding of their roles as individuals in the cross-cultural interactions of

the larger world.

The International Studies Program plays a particularly significant role on the CCNY campus

which is one of the most culturally diverse colleges in the nation. The Program harnesses this

diversity, drawing students from other majors into its co-curricular activities such as the Model

United Nations simulation, guest lectures on current international issues, co-sponsored cultural

festivals and Study Abroad. It is singularly effective in promoting an ethic of service through

City CollegeDepartment of

INTERNATIONALSTUDIES

Last revised, Spring 2012

the service based activities of the Students’ Association of International Studies and through

its Service Learning programs overseas in which students from all disciplines in the College

are encouraged to intern overseas in service related to their disciplines. As host to the U.S.

State Department’s Diplomat-in-Residence Initiative, the International Studies Program also

assists the College in preparing students for careers in the U.S. Diplomatic Service. Its emphasis

on research and scholarship, practical problem- solving in the internship setting, cultural

sensitivity and international negotiating skills, equip its graduates for not merely post-graduate

study, but for the challenges of work as well in non-governmental organizations, the corporate

sector and public service.

Learning Outcomes

Students with a B.A. in International Studies Program will:

1. Have a thorough understanding of the forces that direct international relations, whether at the

level of states or the individuals who constitute those states.

2. Be knowledgeable about the history and political culture of more than one region of the world.

3. Have a thorough understanding of the political, economic, social and cultural issues that

create conflict in the world and be familiar with the processes at work in the international

community for ameliorating these conflicts.

4. Be proficient in one or more foreign languages, facilitating their ability to interact with members

of another culture in a manner that is culturally sensitive and appreciative of the culture.

5. Have research skills and the ability to apply quantitative and/or qualitative methods for the

purposes of primary research.

6. Have work experience in the international field through internships that make them familiar

with decision-making processes and organizational skills.

7. Have analytical skills that enable them to critically assess secondary research materials and

evaluate and effectively utilize primary research materials.

8. Have writing skills that enable them to complete a final capstone project, typically an essay,

formal thesis, or policy analysis project, in which they analyze a specific international issue

within a given conceptual, analytical or theoretical framework.

Last revised, Spring 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 8 as listed above.

Level of outcome is indicated by three levels: I=Introduced; P=Practiced; R=Reinforced)

Courses LearningOutcomes

INTL.201: A Global Perspective

PSC202:International Political Economy

PSC252:Theories of International Relations

INTL305:Social Foundations ofInternational Studies

INTL251:Internship Seminar

ENG.21002:Writing for the Social Sciences

ForeignLanguageRequirement:(12 credits)

5Electivesdistributedamong3disciplines

INTL321:Senior Seminar in International

INTL322:SeniorThesis

SOC232/PSY215/ECO290/INTL31107:Research Methods

1

I

R

R

R

P

R

R

R R P/R P/R P/R P/R P/R P/R

R

R

R

R

P

R

P

R

P

P

R

R

R

P

P/R

R

R

R

P P

IP/R

R

R

R

P

P

I/R

P

P

P

P

P

P

P

I/R

P

I I I I

2 3 4 5 6 7 8

Overall Rubric – International Studies Majors

Skill area Minimum score for proficiency High proficiency

Writing 8/12 10+

Research 6/9 8+

Synthesis and evaluation 6/9 8+

Theory 8/12 10+

Analytical skills 6/9 8+

Overall 36/51 44/51

Rubric – Proficiency in writing for academic and professional purposes (Skill 1)

Needs Improvement = 1 Good = 2 Excellent = 3

Learning Outcome 1

Use of correct spelling

and punctuation

Frequent errors in spelling

and regular lack of

appropriate punctuation

Basically minor

mistakes, few spelling

and punctuation errors

Faultless spelling and

minimal, if any, significant

punctuation mistakes

Learning Outcome 2

Use of correct grammar and

syntax of written English,

including sentence structure and

agreement between subjects and

verbs, pronouns and antecedents

Regular grammatical

mistakes, limited ability to

form standard written

English sentences

Infrequent, minor

grammatical mistakes,

likely typographical

errors more than

problems with language

Few, if any, significant

grammatical mistakes. Able

to produce well-developed

sentences using standard

written English

Learning Outcome 3

Ability to develop a point or

theme in written form by using

organized paragraphs and

transitional devices

Unable to use written

English to convey complex

information or indicate

progression of narrative

Generally able to convey

complex information and

develop written

narratives with support

and feedback

Able to convey complex

information and develop

written narratives

independently

Learning Outcome 4

Ability to use writing in order to

analyze, synthesize, and evaluate

scholarly information

Incapable of synthesizing

or analyzing information in

written form

Generally capable of

synthesizing and

analyzing information in

writing with assistance

Capable of synthesizing and

analyzing information in

written form independently

Rubric – Ability to identify research and use materials for academic and professional purposes (Skill 2)

Needs Improvement = 1 Good = 2 Excellent = 3

Learning Outcome 1

Familiarity with online databases

and other library resources

Unable to access materials

digitally or through other

library resources

Able to find scholarly

materials with limited

assistance

Able to use resource to find

scholarly materials

independently

Learning Outcome 2

Ability to use online and other

resources to identify relevant

research materials

Incapable of identifying

relevant scholarly materials

using online and other

library resources

Capable of identifying

resources with limited

assistance

Capable of working

independently to identify

relevant resources

Learning Outcome 3

Given appropriate research

materials, ability to summarize

key points and conclusions

Unable to provide coherent

and well-developed

summary of scholarly

materials

Generally able to identify

most important key

points and conclusions

Able to provide nuanced and

well-developed summary of

key points and conclusions

Rubric – Ability to critically evaluate research material (Skill 3)

Needs Improvement = 1 Good = 2 Excellent = 3

Learning Outcome 1

Ability to read, evaluate, and

critique published works in the

field of International Studies and

related disciplines

Cannot provide critique of

research beyond summary,

limited, if any, assessment

of the merits of research

Able to summarize and

identify pros and cons of

scholarly research,

limited ability to critique

Able to provide clear

summary and critique of

research, including strengths

and weaknesses

Learning Outcome 2

Ability to synthesize multiple

scholarly research materials in a

specific field related to

International Studies

Unable to identify and/or

synthesize relevant

scholarly literature related

to given research topic

(annotated bibliography)

Able to identify relevant

scholarly literature

related to given research

topic, limited ability to

synthesize research

Able to identify and

synthesize relevant research

in form of annotated

bibliography with little or no

assistance

Learning Outcome 3

Ability to combine basic research

and writing skills to generate

clear and succinct reports

Unable to use research to

provide background

information for academic

or professional report

Able, with feedback, to

use research as

contextual information

for purposes of report

Able to use research as

contextual information for

purposes of report for little

or no assistance

Rubric – Ability to apply theory to international issues (Skill 4)

Needs Improvement = 1 Good = 2 Excellent = 3

Learning Outcome 1

Understanding of basic theoretical

principles in one of four core

areas of International Studies

Unable to identify and

explain basic theoretical

principles in core area of

International Studies

Able to identify core

theories, however unable

to explaining theories in

sufficient detail

Able to understand and

explain core theoretical

principles in International

Studies

Learning Outcome 2

Ability to identify, interpret and

differentiate theories within the

context of research in Int. Studies

Unable to infer and

distinguish among

competing theoretical

perspectives in research

Able to identify and

distinguish among some

competing theories found

in scholarly literature

Comfortably able to

distinguish among competing

theoretical claims found in

relevant literature

Learning Outcome 4 Ability to critical evaluate

application of theory to social

issues in International Studies

Unable to assess validity

and appropriateness of

specific theories in

scholarly literature

Able to identify and

assess some theoretical

claims found in relevant

research

Able, on an independent

basis, to determine the

scholarly merits of theories

found in scholarly literature

Learning Outcome 5

Ability to use appropriate

theoretical perspectives to make

sense of issues for the purposes of

research in Int. Studies

Unable to apply theory to

issues in core areas of

International Studies

Able, with limited

feedback, to apply theory

to core issues in

International Studies

Able to use theory creatively

and independently to make

sense of core issues in

International Studies

Rubric – Knowledge of quantitative and qualitative methods and proficiency in use of analytical skills (Skill 5)

Needs Improvement = 1 Good = 2 Excellent = 3

Learning Outcome 1 Ability to interpret and critically

evaluate methods of quantitative

and qualitative analysis

Unable to interpret

statistical and qualitative

information found in

literature

Generally able to

interpret basic qualitative

and quantitative data

found in literature

Able to make sense of basic

and more advanced

qualitative and quantitative

information

Learning Outcome 2

Ability to select, apply and

interpret relevant methods of

quantitative and qualitative

analysis

Incapable of using basic

quantitative and qualitative

methods to analyze

primary and secondary data

Able to use quantitative

and qualitative methods

for basic analysis of

primary and secondary

data

Able to use basic and more

advanced quantitative and

qualitative methods to

analyze primary and

secondary data

Learning Outcome 3

Ability of display and represent

quantitative and qualitative

information in visual form

Unable to present basic

statistical information

graphically, using Power

Point and other media

Able to present basic

statistical information

graphically, using Power

Point and other media

Able to present all forms of

statistical information

graphically/digitally using

basic and novel methods

LALS GRADING RUBRICS 11/18/11

EXCEEDS STANDARDS

1-Makes a convincing argument

2-Develops a coherent theme

3-Makes thorough use of scholarly resources

MEETS STANDARDS

1-Attempts to make an argument

2-Adequately discusses a defined topic

3-Makes adequate use of scholarly resources

DOES NOT MEET STANDARDS

1-Barley makes an argument

2-Barely demonstrates knowledge of a topic

3-Makes little if any use of scholarly resources

LATIN AMERICAN & LATINO STUDIES

City CollegeDepartment of

Last revised, Spring 2012

Mission Statement

The mission of the (LALS) Program is to provide undergraduate students with a broad,

interdisciplinary education to enable them to become scholars and researchers of Latin

America and the Latino/a Diaspora in the United States. The goal is to train students to become

critical thinkers, communicators, writers and academic investigators.

By utilizing concepts and methods employed by anthropology, history, political science,

psychology, sociology and other disciplines in the social sciences and humanities, students

acquire a detailed knowledge of the historical institutions, languages, politics, and cultures of

Latin America, the Caribbean, and the Latino/a communities of the United States.

The LALS program is comprised of two interdisciplinary and multicultural components. One

component focuses on the historical and cultural experiences of people living in Latin America

and the Caribbean; the second component offers a perspective on the diaspora experience of

Latinos/as in the United States, after receiving a basic grounding in Latin American history.

Diaspora courses may focus on one national origin group or many, Latinos at the national or

local level, or policy areas of special significance to Latinos. Courses are intended for students to

achieve a fuller understanding of key institutions affecting Latinos in the U.S. such as the family,

community, schools, government, economy, civic organizations, etc. The program encourages

a global view of the Spanish-speaking world and supports self-reflective analysis through

development of critical thinking in coursework.

In the Twenty-First Century, the United States has one of the largest and most diverse Spanish-

speaking populations in the world; the same is true for New York City compared to other urban

areas. The demographic, political, and cultural impact of rapid hemispheric changes are also

playing themselves out on the CCNY campus and in surrounding neighborhoods. The LALS

Program is in an ideal situation to: 1)support and educate a diverse, multicultural student body

and 2)build bridges with the community.

LATIN AMERICAN & LATINO STUDIES

City CollegeDepartment of

Last revised, Spring 2012

Given that CCNY has one of the largest concentrations of faculty in CUNY specializing in Latin

America and Latino/a issues, the Program’s interdisciplinary nature offers students flexibility

to choose among a wide selection of course offerings. In sum, the LALS Program gives students

the necessary skills to obtain employment or enter graduate school to purse advanced degrees in:

anthropology, economics, history, political science, sociology, psychology, law and international

law, social work, bilingual education, health and other disciplines.

Learning Outcomes

Student with a B.A. in Latin America & Latino Studies will:

1. Differentiate contribution of different academic disciplines to understanding Latin America,

the Caribbean, and the Latino/a Diaspora.

2. Discuss assigned reading materials and summarize in oral presentations to demonstrate

comprehension and analytic capacity.

3. Compare, contrast, and critique the experiences of different Latino immigrant groups.

4. Construct papers that either: a) critically review a body of literature or b) present data in a

research effort to support a hypothesis.

Last revised, Spring 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 4 as listed above)

Courses Learning Outcomes

1

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

X X

X X

X X

X

2 3 4

101 Heritage

102 Latin Amer.

122 PR Hrtge

123 Domin. Hrtge

126 Hisp. Immigration U.S.

131 Hisp. Urban Child

132 Contemp. Hisp. Fmly

238 Trujillo to present

291 Culture & Health

292 Hisp. Health Care

310 Indep. Stdy thesis 3-4 credits

311-20 Spcl Topics

31301 PRs& Domins

31311 PRs, Hawaii, Globl Soc

Anth 243 Peoples of L.A.

ArtH 21043 Anc Art LA & Carib

ArtH 31030 Mod LAArt

ArtH 31032 Contmp LAArt

BLST 316 Af-Latinos Hist&Cult

Hist 281 L.A to 1825

Hist 282 Mod-Contmp L.A.

PSc 236 L.A. Pol

PSc 245 Carib Pol

Soc 31121 Domin Cmnty

Span 283 Mstrwks L.A. Lit

Span 436 SpanAmCol.Lit.

Span 444 SpanAm Poetry-Thtr

Last revised, December 2012

Mission Statement

The study of political science is concerned with understanding where political power is, how it

operates, whose interests it serves — who gets what, when, where, how. We ask how political

institutions work and consider how they should work – what human values they serve or violate

and what is the ultimate meaning and purpose of political life.

The Department of Political Science at the City College of New York is dedicated to educating

CCNY students around these issues in the sub-fields of political theory, international relations,

comparative politics, and American politics and policy studies. The department is committed

both to campus-wide and major-specific objectives.

For the general campus, the department serves as a center for political education, debate and

discourse, introducing City College students to the workings and structure of the American

political system, sponsoring debates and co-curricular events in political and legal affairs of

current and scholarly interest, and contributing academic resources to programs such as the

International Studies Program, the Women’s Studies Program, the Rosenberg-Humphrey

Program, Skadden Arps Honors Program in Legal Studies, and the Colin Powell Center for Policy

Studies. The Department is the principal anchor for the CCNY MA Program in International

Relations, and plays an active role in graduate instruction at the CUNY Graduate Center’s

Department of Political Science.

For our majors, the department is dedicated to providing an education in the four major sub-

fields of political science, each of which has the purpose of developing a student’s knowledge

of the practice of politics and the approaches to studying politics and policy. The department

prepares people for careers in politics and in government and for general employment in the

nonprofit sector, law, health, business, and private and public planning. Our central vocation

however, is to give students the knowledge and awareness they will need to become free men

and women, as well as active citizens.

POLITICALSCIENCE

City CollegeDepartment of

Last revised, December 2012

We require that all students take courses from across this curriculum, and that all students are

introduced to the American political system and to normative political questions. We encourage

students to develop packages of course specialization that will prepare them for one of several

main career trajectories: in the field of international affairs, in policy making, government service

and public advocacy, and in legal careers. We encourage and support student efforts to pursue

practical political experiences, in internship, service learning and study abroad settings. We are

committed to deep and substantial public debate among, and interaction with, our students,

and to supporting them in co-curricular activities as well as to their efforts to find career,

graduate and professional school placements when they leave CCNY.

Learning Outcomes

Student with a B.A. in Political Science will:

1. Differentiate the major subfields of Political Science: American, Comparative, International

Relations, Theory, and Public Policy.

2. Compare, contrast, and critique political ideas and philosophies.

3. Differentiate political institutions in the US, cross nationally, and /or at the global level.

Analyze reasons for cross national institutional variation.

4. Describe political behavior and processes in specific settings as well as organizational arguments

and goals fashioned by political activists to deal with those behaviors and processes.

5. Instruct papers that either a) make in ideological/philosophical argument or b) present data

in a research effort to support hypothesis.

6. Identify and explain how ordinary people may become politically involved at the local,

national, and global levels.

Last revised, December 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 6 as listed above)

Courses LearningOutcomes

PSC101

PSC275

PSC10101

PSC104

PSC222

PSC231

PSC124

PSC126

PSC202

PSC209

PSC21002

PSC21100

PSC21300

PSC245

PSC254

PSC255

PSC31226

PSC31303

PSC32300

PSC301

PSC31505

1

x x x x x

x

x x

x x

x x x

x x x

x x x

x x x xx

x x x

x x x

x x x x

x x x

x x x

x x x

x x x

x x x x

x x x

x x x

x x x

x x

x x x x

x

x x x x

x x x

x

x

x

x

x

x

x

x

x

x

x

x

x

2 3 4 5 6

PSC216

Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

Dear Graduating CCNY Senior,  Congratulations on your academic success at CCNY! We value the expertise you have developed through your years at CCNY and would like your input on ways to improve your department.  Confidentiality Statement: The information you provide in the survey is strictly confidential. The results will be compiled by the staff at the Office of Assessment. Compiled results will not reveal the identity of individual respondents. By completing the questionnaire you are giving your consent to voluntarily participate. 

1. Do you want to complete the survey? [Clicking on No will exit you from the survey.]

Yes, I want to continue. 

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No, I want to exit the survey. 

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Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

2. I plan to graduate in (Please check one):

June 2012 

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Other (please specify) 

Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

3. How strongly did the Political Science Program educate you in each of the following areas?

Poor or not at allNot quite satisfactory

Adequate Good Excellent

a. Ability to explain the basic structure and evolution of American government and state the major ways by which people participate in politics and policy making

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b. Ability to give examples of how people and leaders work within and outside of political institutions to bring about change

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c. Ability to construct and critique normative arguments about politics

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d. Ability to: either summarize the politics of some global region outside of the U.S., OR: compare political dynamics of several countries outside the U.S.

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e. Ability to evaluate processes of change or contestation in the international arena

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f. Ability to explain and defend positions on either side of issues, such as globalization and international human rights.

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g. Ability to explain and apply basic concepts of power, sovereignty, interest and class in political analysis and debate

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h. Ability to describe the political philosophy of at least one historical period

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i. Ability to explain in substantial detail the evolution and politics of one branch of U.S. government or another important American institution

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j. Ability to produce a convincing research paper on domestic and international politics

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Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

4. Did you participate in any political activities while you were a student at City College?

5. If you participated in a political activity while you were a student at CCNY, how would you describe the activity? Please select as many choices as apply to events you attended or participated in:

6. Was there a connection between your Political Science education and your political activism?

7. If you answered yes to the question above, please describe the connection:

 

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66

Yes 

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If yes, please provide a brief description of the type(s) of political activity: 

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66

Rally 

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Demonstration 

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Political Campaign 

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Student Club 

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Volunteer Effort 

gfedc

Other (please specify): 

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66

Yes 

nmlkj No 

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Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

8. What type of career are you interested in? (Please check all that apply)

Academic 

gfedc

Politics 

gfedc

Law 

gfedc

Mass communications 

gfedc

Health professions 

gfedc

Education 

gfedc

Industry/business 

gfedc

Finance 

gfedc

Government 

gfedc

Non­profit 

gfedc

Administrative 

gfedc

Other (please specify) 

55

66

Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

9. "How satisfied are you with each of the following?"

UnsatisfiedSomewhat unsatisfied

NeutralSomewhat satisfied

Satisfied

k. Your department's academic facilities (e.g., classrooms, computers).

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l. Your department's student facilities (e.g., copiers, society offices, telephones, social support).

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m. Your department's faculty. nmlkj nmlkj nmlkj nmlkj nmlkj

n. The student/faculty relationships in your department. nmlkj nmlkj nmlkj nmlkj nmlkj

o. Your department's administration. nmlkj nmlkj nmlkj nmlkj nmlkj

p. The administration of your Division or School (e.g., Advisors, Deans).

nmlkj nmlkj nmlkj nmlkj nmlkj

q. The student facilities at City College (e.g., copiers, society offices, telephones, social support).

nmlkj nmlkj nmlkj nmlkj nmlkj

r. Your experience at The City College of New York. nmlkj nmlkj nmlkj nmlkj nmlkj

Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

10. Overall, how would you evaluate the quality of academic advising you have received at your institution?

11. How would you evaluate your entire educational experience at this institution?

12. If you could start over again, would you to the same institution you are attending?

13. Are you aware of the CCNY academic integrity policy regarding cheating and plagiarism?

14. If you are aware of the academic integrity policy, please indicate your satisfaction with how the policy has been enforced throughout your academic career at CCNY:

Excellent 

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Good 

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Fair 

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Poor 

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Excellent 

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Good 

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Fair 

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Poor 

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Definitely yes 

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Probably yes 

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Probably no 

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Definitely no 

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Yes 

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No 

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Unsatisfied 

nmlkj

Somewhat unsatisfied 

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Neutral 

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Somewhat satisfied 

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Satisfied 

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Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

15. In the box below, please identify any areas of concern, if any, that you feel your department should improve to provide a better education:

 

16. Please identify your department's strengths:

 

55

66

55

66

Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

17. Would you recommend your department to friends or relatives? (Please check one:)

18. Are you employed?

19. If yes, please provide the following information about your employer:

20. If Yes, is this job in your field?

21. If No, are you actively looking for employment?

22. Are you enrolled in, accepted to, or applying for graduate school?

23. If Yes, what school? 

24. If No, do you plan to apply to graduate school in the future?

25. Are you taking Master's level courses at CCNY before continuing your studies or career plans?

26. Will you take, or did you take, the GRE exam?

Name

Location

Yes 

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nmlkj Maybe/Doubtful 

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Yes 

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Yes 

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Yes 

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Yes 

nmlkj No 

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Yes 

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Yes 

nmlkj No 

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Yes 

nmlkj No 

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Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

Your department would like to gather contact information for you for possible follow­up purposes (i.e., asking alumni about their experiences and how their CCNY education prepared them for work, or asking graduates to participate in an exit interview). If you decide to provide your contact information, the information you give will only be used for the described purposes. 

27. Please check Yes if we can use your contact information for follow­up purposes.

28. If Yes, please provide the information for a long­term contact (e.g., Parent or another person who will know how to reach you.)Name:

Address:

Address 2:

City/Town:

State:

ZIP/Postal Code:

Country:

Email Address:

Phone Number:

Yes 

nmlkj No 

nmlkj

Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

If you opted out of taking the survey, but change your mind at a later date, you can still take the survey by asking the advising office in your department or division to refer you Learning Assessment Director (X6041)who can provide you with the survey link. 

Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012Political Science Graduating Senior Survey-Spring 2012

Thank You! 

City CollegeDepartment of PSYCHOLOGY

Last revised, Spring 2012

Mission Statement

Psychology is the discipline that explores the determinants of human and nonhuman

behavior and experience. Psychology also seeks to apply this knowledge to better the human

condition. The Department of Psychology mission is to expose students to a wide range of

content represented in psychology and to teach them to think critically about this knowledge

and its broader applications. We teach students to carry out and evaluate elementary research

on behavior and to evaluate psychological research that is reported in behavioral science journals

and in the media. We prepare students for more advanced study and for careers that will use

psychological knowledge and critical thinking about behavior and its determinants. Psychology

helps students to understand the core methods and theories of scientific reasoning. It also helps

them to develop oral and written communication skills and quantitative reasoning skills and to

apply these skills to scholarship and to practical situations and problems. The historical and current

emphasis of our Department on research and critical thinking and on preparation for advanced

study supports the College’s mission to “provides a diverse student body with exceptional

opportunities to participate in creative intellectual pursuits” and accord well with the College’s

emphasis on “attainment of rigorous academic goals.”

Learning Outcomes

1. One of the primary objectives of liberal arts education should be to promote critical

thinking and to enable students to acquire and apply critical thinking to the content of

a discipline and to practical problems they confront in other settings. We understand

critical thinking to include at least these components:

a) Evaluating fact-based evidence.

b) Engaging in both inductive and deductive logical reasoning.

c) Identifying and considering multiple points of view.

d) Applying the above processes to problem-solving.

Last revised, Spring 2012

It is our intention to encourage the development of these skills in each departmental

course using readings, written assignments, classroom exercises and though instructor

examples. We also intend to encourage the development of these skills through

mentoring and advisement.

The Departmental course offerings exemplify this general goal

in several specific content domains. Further, our courses will

enable students to:

2. Understand basic and more advanced psychological theories, principles, and concepts

in a variety of areas such as, human development, social interaction, psychopathology,

cognitive processes, and the biological bases of behavior.

3. Explore connections between published research findings and their applications. This will

prepare students to apply psychological concepts to their own lives and experiences.

4. Evaluate hypotheses, research designs, research findings, and theories.

5. Formulate questions and hypotheses, design research protocols, and analyze research

findings.

6. Demonstrate competence in quantitative reasoning and applying statistical procedures on

a conceptual level and through the use of statistical software packages.

7. Understand the difference between pseudo-science and science and apply such

understanding to media reports about psychology.

8. Apply psychological concepts and principles to understanding social, political, and

cultural phenomena (including, for example, issues of ethnicity, gender, sexual

orientation, and disability).

9. Act ethically, both in the conduct of research and in their everyday interactions.

10. Demonstrate effective communication skills in oral, written, and numerical formats.

Last revised, Spring 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 10 as listed above)

Courses Learning Outcomes

1

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X X

X

X

X

X

X

X

X

X

X

X

X

X

X O O X X X X O X X

X X X X X X X X X

X X X O O O X

X X X O O O X

X X X X X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X O O O X O O O O

X X X X X X X X X

X X X X X X X X X

X

X

X

X

2 3 4 5 6 7 8 9 10

Psychology of the Modern World (102)

Science of Behavior (103)

Statistics (215)

Life –Span Development (226)

Human Development: Infancy and Childhood (246)

Social Psychology (247)

Abnormal Psychology (248)

Thinking, Knowing and Remembering (253)

Brain, Mind, and Behavior (254)

Women and Violence (31823)

Experimental (321)

Perception (343)

Human Development: Adolescence and Youth (356/256)

Theories of Personality (377)

Theories of Psychotherapy (388)

Psychology or Tests and Measurements (389)

X -indicates objective identified as addressed in the classO -indicates objective addressed by some of the faculty who regularly teach the course but not by all of the faculty

Last revised, Spring 2012

Mission Statement

­The­Masters­in­General­Psychology­is­designed­to­further­student­learning­and­skills­in­

psychology­to­an­advanced­level­in­preparation­for­doctoral­program­or­use­in­the­field.­

Successful­applicants­include­those­who­did­not­major­in­psychology­or­are­seeking­a­career­

change­to­it,­those­who­were­psychology­majors­but­whose­records­need­buttressing­to­

continue­in­the­field,­and­those­in­the­work­force­already­who­need­additional­training­to­

advance.­Thus­the­program­is­set­up­to­mirror­more­rigorously­the­psychology­major,­and­

provide­all­students­with­the­opportunity­for­independent­work­if­they­would­want­it.­The­

program­comprises­two­tracks,­which­may­be­opted­for­at­any­time:­one,­course­only­and­

the­other,­thesis.­Both­tracks­require­advanced­statistics­and­experimental­psychology­and­

a­minimal­“general­psychology­distribution­requirement”­requiring­exposure­to­at­least­one­

hard-science­psychology­course.­Students­doing­thesis­must­engage­in­independent­research,­

produce­a­substantial­written­document,­and­pass­an­oral­examination.­Students­not­on­the­

thesis­track­optionally­can­do­independent­study­or­research­as­part­of­their­coursework.­

Most­students­during­their­time­in­the­program­participate­in­teaching,­clinic­work­or­work­in­

research­laboratories.

Learning Outcomes

1.ConceptualKnowledge:•­ Demonstrate­ability­to­understand­basic­and­more­advanced­psychological­theories­and­

principles.­Apply­psychological­concepts,­principles­and­research­findings­to­new­problems.

­­­­a.­Basic­Concepts­=>­Review­and­testing­of­“facts”­which­appear­as­marginalia­or­study­terms­in­­

­­­­­­­­an­intermediate­text­in­the­field.

­­­­b.­Basic­Theory­=>­Review­and­testing­of­industry­standard­and­most­recent­theories­in­the­field.

M.A. GENERALPSYCHOLOGY

Last revised, Spring 2012

­­­­c.­Advanced­Concepts­=>­Review­and­testing­of­cutting­edge­findings,­in­completely­­

­­­­­­­explained­findings­and­conflicting­facts.

­­­­d.­Advanced­Theory­=>­Review­and­testing­of­competing­theories,­incomplete­explanations­­

­­­­­­­­and­zeitgeists.

­­­­e.­Applications­=>­­Students­are­required­as­part­of­the­course­to­investigate­cases,­

­­­­­­­­additional­articles,­a­topic­area­or­dataset­and­apply­the­basic­and­advanced­theory­and­­­­

­­­­­­­­concepts­to­it.­

2.PracticalExperience

­­­­a.­Basic­=>­Read/discuss­present­cases­or­research­questions­in­class.

­­­­b.­Intermediate­=>­Create­a­research­proposal­or­case­management­plan.

­­­­c.­Advanced­=>­Meet­with­clients,­patients­or­subjects­under­supervision,­collecting­data­­

­­­­­­­(with­IRB­approval).

3.Ethics• Demonstrateabilitytoactethicallyinscholarship,inrespectofpatients,clientsorhuman

oranimalsubjects,intheconductofresearchandineverydayinteractions.

• Articulateorrecognizetheimportanceofvalues,ethicalstandards,anddiversityin

psychology

a.­Basic­=>­­Ethical­issues­(including­plagiarism)­are­discussed­in­class.­Diversity­and­multi-­

­­­­­­­­cultural­perspectives­are­addressed­at­least­at­times

­­­­b.­Intermediate­=>­Complete­IRB-CITI­certification.­Discuss­ethical­guidelines­in­human­and­­

­­­­­­­­animal­rights,­their­violation­and­consequences­for­scientific­integrity.­Consider­ethics­and­­

­­­­­­­­diversity­with­respect­to­the­knowledge­and­investigative­base­of­the­field

­­­­c.­Advanced­=>­Meet­with­clients,­patients,­subjects­under­supervision­and­apply­ethical­training

Last revised, Spring 2012

­­­­Communication.­­Demonstrate­effective­written­and­oral­communication­skills.

4.Oral

a.­Basic­­=>­Class­participation,­questions,­prompted­answers­encouraged.­Appropriate­­

­­­­­­­­listening­skills.

­­­­b.­Intermediate­=>­Class­participation­required.­Team­work­=>­communication­among­team­­ ­­­­

­­­­­­­­­members­and­informal­team­presentations­required.

­­­­c.­Advanced­=>­Ability­to­develop­a­clear,­well-organized­and­professional­presentation­that­­

­­­­­­­­is­audience-appropriate.­­

5.Written

­­­­­a.­Basic­=>­Ability­to­read­with­a­depth­of­understanding,­indicated­by­interpretation­of­text­­­­­­­­­­­

­­­­­­­­­and­some­assigned­articles.­In­addition­to­short­answer­(<1­sentence­responses),­minimum­­­­­­

­­­­­­­­­­writing­includes­short­paragraphs­with­a­total­of­at­least­100­words

­b.­Intermediate­=>­In­addition­to­sentence­and­paragraph­submissions­at­least­one­short­­

­­­­­­­­­paper­(2-5­pages)­or­comprehensive­essay­examination­required.­Reading­assignments­­­­

­­­­­­­­­include­some­journal­articles­and­require­integration.

­­­­­c.­Advanced­=>­At­least­2­journal­articles­a­week­are­assigned.­Writing­includes­submission­­

­­­­­­­­­of­an­original­paper­of­at­least­10­pages.­Ability­to­write­in­a­clear,­well-organized­manner,­­ ­­­

­­­­­­­­­using­documentation­and­quantitative­tools­when­necessary­is­demonstrated.­­­

6.Math/Graphics

­­­­­a.­Basic­=>­Interpretation­of­others’­results:­Students­will­be­able­to­interpret­basic­statistical­­

­­­­­­­­­results­from­psychological­research­and­be­able­to­evaluate­the­validity­of­conclusions­­ ­­­­

­­­­­­­­­presented­in­research­reports­

­­­­­b.­Intermediate­=>­Interpretation­of­others’­results­including­statistical­tests

Last revised, Spring 2012

­­­­­c.­Advanced­=>­Own­computations,­analyses­and­displays­required;­consideration­of­both­­ ­­­­­­­­­

­­­­­­­­quantitative­and­qualitative­data;­own­decisions­as­to­which­tests­are­best­for­the­data­set

7.Analysis

Students­will­be­able­to­design­and­conduct­basic­studies­to­address­psychological­

questions­using­appropriate­research­methods­and­ethical­principles,­and­will­be­able­

to­demonstrate­critical­and­creative­thinking­in­applying­psychological­concepts­to­

better­understand­the­causes,­underlying­mechanisms,­and­consequences­of­personal,­

interpersonal,­and­social­problems.

Last revised, Spring 2012

Learning Outcome Grid(Outcomesarenumberedfrom1to7aslistedabove)

Courses LearningOutcomes

1a

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

1/2 1/2

X

X

X

X

X

X

X

X

X

X

X

X

X

X

XX

X

X

X

X

X

X

X

X

X

X

XX

X

X

X

X

X

X

X

X

X

X

X X

X

X

X

X X X

X

X

X

X

X X X

X

X

X

X

X

X

X

X

1b 1c 1d

X

X

X

X

X

X

X

X X

X

X

X

X

1e 2a 2b 2c 3a 3b 3c

V0000

V0100

V0500

V1000

V1200

V1402

V2000

V2500

V3000

V3500

V3800

V3900

V4200

V4300

V4600

V5200

V5301

V5500

V6100

V7000

V6602

V7600

B9900

V0600

Last revised, Spring 2012

Learning Outcome Grid(Outcomesarenumberedfrom1to7aslistedabove)

Courses LearningOutcomes

4a

X

X

X

X

X

X

X

X X X

X

X

X

4b 4c 5a

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

1/2

X

5b 5c 6a 6b 6c 7

V0000

V0100

V0500

V1000

V1200

V1402

V2000

V2500

V3000

V3500

V3800

V3900

V4200

V4300

V4600

V5200

V5301

V5500

V6100

V7000

V6602

V7600

B9900

V0600

X X X X X X X X X X X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Last revised, Spring 2012

Mission Statement

• Preparestudents,includingthosefromgroupstraditionallyunderrepresentedinpublicservice,

formanagementcareersingovernmentagenciesandnon-profitorganizationsatthelocal,

stateandnationallevels.

• Offerastructured,rigorousacademicprogramaccompaniedbyhighlevelsofmentoring,

financial,andacademicsupport.

• Serveasasitefordiscussion,engagement,andstudyofissuesofpublicimportancetoNew

York,Harlemandtheworldbeyond.

• Combinetheoryandpracticetodeveloppublicmanagerswithadeepknowledgeofnational

andcommunitychallengesandthetooltoaddressthem.

Learning Outcomes

ThemissiondirectsthePSMtopreparestudentsformanagementcareersinpublicservice

andtoequipthemwiththetoolsandknowledgenecessaryforsuccess.Tothatend,the

curriculumisdesignedtobuildcompetenciesintheareaslistedbelow.PSMfacultydeveloped

thislistofcompetencyobjectivesafterreviewoftheliteratureandinconsultationwithexperts

andpractitioners.

Student with the M.A. in Public Service will:

1.Publicserviceperspective a. Disciplinarycompetence(knowingtheleadingtheories,figures,documents,andevents

associatedwithmodernpublicadministration)

i.Politics(howthepoliticalprocessesoftheUnitedStatesinfluencepublicmanagement)

ii.History(knowledgeofthehistoryofpublicadministration)

iii.Theory(keyelementsofpublicadministrationincludingoveralltheory,organizational

PUBLICSERVICEM.A.

Last revised, Spring 2012

theoryandorganizationalbehavior)

iv.Diversity(awarenessandsensitivitytoadiversepopulation

b. Publicservicevaluesandethics(understandtheserviceandperformancevaluesofpublic

servicethatdistinguishitfromtheprivatesector)

c. Communitylevelcasestudies(promotingunderstandingofpublicservicethroughuseof

casestudies,particularlythoserelevanttoHarlemandNYC)

2.Criticalthinking,problemsolvinganddecisionmakingskills a. Policyanalysis(cost-benefitanalysis,forecasting,policychoice,etc.)

b. Economicreasoning(rentcontrols,minimumwage,tariffs,tradeoffs,efficiencyvs.

fairness,abilitytoapplytheorytosolvecomplexproblemswithinapublicadministration

spectrum,etc.)

c. Ethicalreasoning

d. Reporting(integrateelementsofevaluation,economictheory,policyanalysis,ethics,

etc.tocreatereportsusefulinnonprofitandgovernmentorganizations)

3.Professionaldevelopmenta. IT(knowledgeofsoftwaresuchasExcel,Word,PowerPoint,andpossiblySPSS,

ATLAS.ti,etc.)

b. E-governance(usingtechnologytopromotedemocracyandpoliticalparticipation,

tools,etc.)

c. Topicalspecializations(providestudentswiththeopportunitytotakeelectives,choose

internships,conductresearch,anddeveloppapersandprojectsacrosscoursessothat

theydevelopexpertiseandpolishedresearchprojectsbytheendoftheprogram)

d. Practicalexperience(interfacingwithpractitioners,internshipandcapstone)

4.Management,leadershipandinterpersonala. Organizationaltheoryandmanagement

b. Personnelmanagement

c. Teamwork

d. Leadership

e. Budgeting

f. Projectmanagement

g. Programevaluationandmanagement

h. Bargaining,negotiation,conflictresolution

Last revised, Spring 2012

i. Sensitivitytodiversityandinequality

j. Strategicplanning

5.Communication a.Analyticalwriting(clarity,concision,bottom-lineorientation)

b.Strategiccommunicationsandpersuasion(tailoringcommunicationtosupportthe

strategicgoalsoftheorganization)

c.Externalrelations

d.Publicspeaking

e.EffectiveuseofITforcommunication

f.Teamwork(effectivecommunicationwithinteams)

6.Research a. Identifyingsources,attribution

b. Analyticalwriting

c. Quantitativeresearchmethods

d. Qualitativeresearchmethods

e. Reporting(audienceconsciousness,abilitytowriteconciseresearchbriefs)

Last revised, Spring 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 12 as listed above.

Level of outcome is indicated by three levels: I = Introduced ; R = Reinforced ; E = Emphasized)

AmericanGov.Politics

Communication

PublicPolicy

Statistics

StrategicManagement

BudgetingandFinance

HumanResources

Economics,PublicPolicy

PublicServicePerspective

Principles of public service, leading figures, and history, nature of public sector

Unique challenges of communication in public service

What makes policy “public”

Statistics and connection to public service objectives such as objectivity

Unique challenges and aspects of management in a the public sector

Economics principles as they apply to public policy

Unique history, concerns, motivations of HR in public sector

Unique challenge and characteristics of public budgeting

Critically analyze policy

Students learn how statistics can inform decision making

Students apply management techniques to analysis of management problems

Students learn to apply economic principles to decision making

Apply HR methods for decision making, performance management

Students learn to evaluate financial reports to inform decision making

Build expertise in an area of policy, learn about policy making orgs.

Students use statistics, learn sources of economic and other data

Team work, conflict resolution, working with diversity

Master terminology of economics, are wiser consumers of information

Students learn job analysis,affirmative defenses and other prof. methods

Students can prepare budgets, learn about budget process, learn strategies for advancing budget objectives

Use policy in management

Students are wiser consumer of data for management decision making

Management techniques, diversity, team work, strategic planning, job analysis, recruiting

Students can develop and use econ. Inform. to inform management

Managing groups, HR techniques and methods, candidate eval., diversity in workplace

Using budgets and financial reporting to advance management objectives. Role of budget in

Students learn to communicate about policy

Students can communicate technical subjects in accessible manner

Communication as motivation

Students master terminology of budget and finance and can communicate about them, prepare budget justifications

Students learn credible sources of policy analysis

Students conduct statistical analysis

Prepare a management analysis

Wiser consumers of econ. Info., students learn sources of info., can perform simple analysis

Students condense and synthesis information

Experience preparing grant proposals, testimony

Role of communication in management

Clarity, concision, adapting to audience

Prepare research brief for decision making

Learn about the professional organizations in field of PA

Students practice analytical writing

Students identify quality sources of information

ProblemSolving,CriticalThinking,DecisionMaking

ProfessionalDevelopment

Management,Leadership

Communication Research

Last revised, Spring 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 12 as listed above.

Level of outcome is indicated by three levels: I = Introduced ; R = Reinforced ; E = Emphasized)

Program,PolicyEval.

Internship

Capstone

PublicServicePerspective

Role of public sector in policy on race, gender etc.

Gain deeper understanding of public service roles and methods through first-hand

Unique aspects and concerns of evaluation in public service

Gain deeper understanding of public service roles and methods through first-hand

Skill in economic and ethical reasoning, techniques of evaluation

Apply classroom learning to actual problems and decisions under guidance

Skill in economic and ethical reasoning, techniques of evaluation

Apply classroom learning to actual problems and decisions under guidance

Practice with RFPs, techniques of evaluation

Students build prof. networks, learn habits of professionals, learn about career requirements

Practice with RFPs, techniques of evaluation

Students build prof. networks, learn habits of professionals, learn about career requirements

Using assessment to inform decision making

Students can apply management techniques under supervision to real-world problems

Using assessment to inform decision making

Students can apply management techniques under supervision to real-world problems

Preparing formal proposals and working on teams

Real world applications of techniques for application in fast-paced complex real-world settings

Preparing formal proposals and working on teams

Real world applications of techniques for application in fast-paced complex real-world settings

Students apply learning on sources and research method. Also may build and apply specialized policy knowledge

Studentsapply learning on sources and research method. Also may build and apply specialized policy knowledge

ProblemSolving,CriticalThinking,DecisionMaking

ProfessionalDevelopment

Management,Leadership

Communication Research

Race,Class,Gender

Last revised, Spring 2012

Mission Statement

­The­M.A.­Program­is­designed­to­provide­a­comprehensive­approach­to­sociology­and­its­

fundamental­concepts­and­methods.­The­program­emphasizes­the­relationship­between­

sociological­questions­and­research­design­and­practice.­­Because­our­M.A.­students­have­

diverse­undergraduate­backgrounds­and­work­in­a­variety­of­areas­-­spanning­the­private,­

non-profit,­and­public­sectors,­our­program­seeks­to­provide­them­with­a­strong­foundation­

in­sociology­that­can­be­applied­in­their­own­fields­of­work­or­to­move­into­new­ones.­­The­

program­is­geared­both­to­students­who­wish­to­continue­in­their­current­professions­or­to­

move­into­academia­by­pursuing­a­PhD­in­sociology­at­other­institutions.

Assessment Students will be assessed in ongoing ways through the:

­Direct Measures

1.­Comprehensive­exams:­­all­students­are­required­to­pass­the­two-part­pass­/­fail­

comprehensive­exam­—­sociological­methods­and­theory­­­—­before­proceeding­with­the­

courses­that­lead­to­the­capstone­or­thesis­projects.­­Students­who­are­unable­to­pass­the­

exam­twice­will­be­terminated­from­the­program.­­Faculty­graders­will­provide­feedback­to­

students­about­their­exams.­­

­­­­­Students­are­expected­to­take­these­comprehensives­either­at­the­end­of­the­spring­semester­­

­­­­­or­beginning­of­fall­semester.­As­such,­the­MA­assessment­committee­will­review­all­the­­ ­­­­­

­­­­­comprehensive­exams­taken­that­year­in­the­fall­semester­to­ensure­that­the­program­­ ­­­ ­­­­­­

­­­­­objectives­are­being­met.

2.­Capstone­paper:­­In­the­second­year­of­the­program,­students­begin­working­on­their­

capstone­paper­with­a­faculty­mentor­and­also­take­a­capstone­seminar­focused­on­

completing­the­capstone­paper.

M.A. SOCIOLOGY

Last revised, Spring 2012

3.­ The­MA­assessment­committee­will­review­the­capstone­projects­completed­during­the­

academic­year­at­the­end­of­the­spring­semester­to­ensure­that­all­the­program­objectives­

are­being­met.

­­­­­Thesis:­­In­the­second­year,­students­who­aim­to­pursue­a­doctoral­degree­may­request­­

­­­­­to­write­a­thesis­instead­of­a­capstone­paper.­­This­request­will­be­considered­by­the­M.A.­­

­­­­­Committee.­­If­granted,­students­will­work­one-on-one­with­a­faculty­mentor­through­the­­

­­­­­second­year­of­the­program.­­

­­­­­The­MA­assessment­committee­will­review­all­thesis­projects­completed­during­the­academic­­ ­­­­­­

­­­­­year­at­the­end­of­the­spring­semester­to­ensure­that­all­the­program­objectives­are­being­met.

Indirect Measures

The­program­will­also­conduct­an­exit­interview­of­graduating­students­to­obtain­additional­

feedback­about­the­program­and­whether­these­objectives­are­being­met.­­The­interview­will­

focus­on­student­experience­in­the­program­and­at­City­College;­overall­satisfaction­with­the­

program,­faculty­mentorship,­and­City­College­in­general;­post-graduation­plans;­and­solicit­

suggestions­about­how­the­program­might­better­meet­their­needs.

Learning Outcomes

The MA Program has four objectives. Each course is designed to meet one or more of them.

1. Substantive knowledge:­­Demonstrate­competence­with­the­foundational­concepts­of­

sociology­and­the­relevant­subfields.­­

2. Methodological expertise:­­Demonstrate­competence­with­the­main­methods­of­

sociological­research,­how­they­relate­to­specific­topics,­and­the­ethics­of­research­with­

human­subjects.

3. Analytical skills:­­Demonstrate­an­ability­to­reason­sociologically,­organize­a­sociological­

argument­and­evaluate­evidence­in­oral­and­written­forms.­­

4. Communication:­Demonstrate­an­ability­to­communicate­effectively­about­various­

sociological­issues­in­written­and/or­oral­form,­using­clear­language­and­sufficient­evidence­

to­support­conclusions­in­an­organized­manner.­

Last revised, Spring 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 4 as listed above)

Courses Learning­Outcomes

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X X

1 2 3

X X

X

X

X

X

X

X

X

X

X

4

Analyzing­Evidence­1

Analyzing­Evidence­2

Sociological­Thinking

Qualitative­Methods

Capstone­Seminar

Independent­Thesis­Study

Criminology

Latinos­of­New­York

Marriage­and­Family

Peoples­of­the­City­of­New­York

Development­of­Sociological­Theory

Quantitative­Analysis

Race,­Class­and­Power

Race,­Schools­and­Policy

Sociology­of­Social­Welfare­

The­Metro­Community

Last revised, Spring 2012

Mission Statement

The mission of the Department of Sociology at the City College of the City University of New York

is to provide diverse students with a rigorous understanding of the social factors that influence the

society in which they live, and the ways in which these factors affect their individual development

and the development of other societies. To this end, the Department attempts:

(1) to instill an understanding of the theoretical concepts that underlie sociological analysis.

(2) to develop a familiarity with the statistical and methodological tools required for such analysis.

(3) to stimulate an appreciation of the range of societal systems and the diversity that

they represent.

(4) to engender an awareness of the range of specific empirical areas in which sociological

knowledge has led to a deeper appreciation of the social experience.

(5) to inculcate an understanding of the relationship between social and political factors and

how these affect the political system under which they live.

The mission of the Sociology Department supports and supplements the mission and goals

of the City College, its Liberal Arts component, and its core curriculum which emphasizes

access and excellence in undergraduate and graduate education, research and service to its

gender balanced and ethnically diverse student body. The college requires a demonstrated

potential for admission and a high level of accomplishment for graduation from its students; it

provides the student body with excellent opportunities to achieve academically, creatively, and

professionally; it fosters a student-centered education and the promotion of useful knowledge

through faculty research; and it seeks to contribute to the cultural, social, and economic life of

New York City and the country as a whole.

The Department offers a Bachelor and Master of Arts degree in Sociology.

For students anticipating careers in New York City, or who exhibit an interest in issues affecting

urban centers in general, the Department offers concentrations in urban policy and politics,

crime and deviance, immigration, and the history and status of ethnic groups. These

concentrations have taken advantage of our location in the heart of New York City: one of the

most dynamic urban centers in the world. They also prepare students for careers in specific

SOCIOLOGYCity CollegeDepartment of

Last revised, Spring 2012

areas, such as urban planning, public policy and public administration. To this end, the

Department also has a research laboratory, currently administered by an adjunct professor,

who provides students with pre-professional experience in social welfare agencies and other

similar organizations of this type. Undergraduate students who have earned high grades in their

courses may also take certain courses at the graduate level with the permission of instructors

who teach those courses.

Learning Outcomes

Student with a B.A. in Sociology will:

1. Understand different sociological perspectives and be able to apply these to specific topics.

2. Understand the ethical issues and main methods of sociological research and be able to

apply these to specific topics.

3. Understand the basic concepts and explanations of sociological theory.

4. Be able to communicate effectively about various sociological issues in written and /or

oral form.

Last revised, Spring 2012

Learning Outcome Grid(Outcomes are numbered from 1 to 4 as listed above)

Courses LearningOutcomes

105:IntroductiontoSociology

232:ResearchMethods&Techniques

237:SociologicalTheory

230:QualitativeMethods

231:SociologicalStatistics

233-236:FieldWorkorResearch

238:ContemporaryandSocialStructure

240:PersonalityandSocialStructure

241:CriminologyandCorrections

242:JuvenileDelinquency

234:SociologyofYouth

244:PrinciplesofSocialWork

245:SocialWelfareInstitutions

248:DeviantBehavior

250:MassCulture&Communications

250:MassCulture&Communications

251:UrbanSociology

252:SocialClass

253:EthnicMinorityGroups

254:SocialProblems

255:PopulationandHumanEcology

260:TheoryofSocialChange

260:TheoryofSocialChange

262:PoliticalSociology

263:ContemporarySocialIssues

265:SociologyofChildhood

266:FamilyRelationships

267:SocChangeDevelopingNations

268:SocialForces,MassMovements

270:SociologyofMedicine

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Last revised, Spring 2012

Learning Outcome Grid

Courses LearningOutcomes

272:Religion&Religious

274:UrbanPoliticsandPolicy

277:EthnicFamiliesintheU.S.

290:Immigration

381:InstitutionalStructure&Behavior

38106:TopicsinCompSociology

38201-9:HumGrps&Communities

31001-4:IndependentStudy

31100-2000:SelectedTopics

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