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COLLEGE COUNCIL

AGENDA & ATTACHMENTS

TUESDAY, SEPTEMBER 12, 2017

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JOHN JAY COLLEGE OF CRIMINAL JUSTICE The City University of New York

The College Council Agenda

September 12, 2017

1:40 p.m. 9.64NB

I. Adoption of the Agenda

II. Election of the Interim Secretary to the College Council III. Minutes of the May 15, 2017 College Council (attachment A), Pg. 3

IV. College Council Orientation – Interim Provost Anne Lopes

V. Approval of the Members of the College Council Committees (attachment B), Pg. 6

VI. COACHE Status Report (attachment C) – Interim Provost Anne Lopes, Pg. 21

VII. Report from the Undergraduate Curriculum and Academic Standards Committee (attachments D1-D6) – Associate Provost for Undergraduate Retention and Dean of Undergraduate Studies, Dara Byrne New Courses D1. AFR 1XX (145) Introduction to Community Justice, Pg. 31 D2. AFR 3XX (325) Research Methods in Human Services & Community Justice, Pg. 48 D3. ESA 3XX (360) Response to large-Scale Disaster & Mass Casualty Incidents, Pg. 62 D4. PSC 3XX (337) Chinese Americans in Policing, Pg. 78 Course Revisions

D5. ANT 325 Ethnographic Research Methods in Anthropology, Pg. 92 D6. POL 409 Colloquium for Research in Government and Politics, Pg. 100 VIII. Report from the Committee on Graduate Studies (attachments E1-E6) – Interim Dean of Graduate Studies, Avram Bornstein

Program Revisions E1. Changes to the MA program in International Crime and Justice, Pg. 102 E2. Changes to the Advanced Certificate in Transnational Organized Crime Studies, Pg. 107 E3. Changes to the MS program in Digital Forensics and Cybersecurity, Pg. 110 Course Revisions E4. ICJ 704 Culture and Identity in a Global Context, Pg. 114 E5. ICJ 715 Research Methods in International Organized Crime Studies, Pg.116 E6. FCM 780 Capstone Seminar and Fieldwork, Pg. 128

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IX. 2016-2017 College Council Committee Activity Report (attachment F), Pg. 130

X. 2017-2018 College Council Calendar (attachment G), Pg. 131 XI. New Business

XII. Administrative Announcements – President Karol Mason

XIII. Announcements from the Student Council – President Fatime Uruci

XIV. Announcements from the Faculty Senate – President Warren (Ned) Benton

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JOHN JAY COLLEGE OF CRIMINAL JUSTICE

The City University of New York

MINUTES OF THE COLLEGE COUNCIL

Monday, May 15, 2017

The College Council held its eighth meeting of the 2016-2017 academic year on Monday, May 15, 2017. The meeting was called to order at 1:50 p.m. and the following members were present: Grace Theresa Agalo-os, Schevaletta Alford, , Rosemary Barberet, Ellen Belcher, Warren (Ned) Benton, Avram Bornstein*, Jane Bowers, Michael Brownstein, Dara Byrne, Anthony Carpi, Brian Carvajal, Helen Cedeno, Kashka Celinska, Lynette Cook-Francis, Glenn Corbett, Dana Davies, Sven Dietrich, Sandrine Dikambi, Artem Domashevskiy, Joel Freiser, Jonathan Gray, Amy Green, Roman Gressier, Karen Kaplowitz, Erica King-Toler, Maria Kiriakova, Thurai Kugan, Anru Lee, Johanna Lessinger, Anne Lopes, Sylvia Lopez, Yue Ma, Vincent Maiorino, Xerxes Malki, Aida Martinez-Gomez, Mickey Melendez, Brian Montes, Elizabeth Nisbet, Nuno Pereira, Izabela Qafa, Belinda Rincon, Michael Scaduto, Lauren Shapiro, Charles Stone, Steven Titan, Jeremy Travis, Janet Winter*, and Guoqi Zhang. Absent: Jasmine Awad, Andrea Balis, Samantha Buan-Ladines, Paula Caceres, Joanna Callen, Ric Curtis*, Jahvar Duffus, Diana Falkenbach*, Lisa Farrington, Tomas Garita*, Robert Garot*, Leigh Graham, Maki Haberfeld, Jay Hamilton, Mahtab Khan, Thomas Kucharski, Devin Ly*, Lorraine Moller, Chuck Nemeth*, Naomi Nwosu, Belinda Rincon, Kadeem Robinson, Peter Romaniuk, David Shapiro, Francis Sheehan, Rebecca Weiss*. Marline Wright, and Melinda Yam. *Alternates

I. Adoption of the Agenda A motion was made to adopt the agenda. The motion was seconded and approved unanimously.

II. Minutes of the April 25, 2017 College Council

A motion was made to adopt the minutes as presented. The motion was seconded and approved unanimously.

III. Report from the Undergraduate Curriculum and Academic Standards Committee

(attachments B1-B24)

A motion was made to adopt a program marked “B1. Proposal to Revise the BA in Criminology.” The motion was seconded and approved unanimously. A motion was made to adopt a program marked “B2. Proposal to Revise the BA in English.” The motion was seconded and approved unanimously. A motion was made to adopt a program marked “B3. Proposal to Revise the BS in Public Administration.” The motion was seconded and approved unanimously.

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A motion was made to adopt a program marked “B4. Proposal to Revise John Jay’s Joint Bachelor/Master’s Degrees (CJBA, CJBS, CJ Management, and Police Studies with the MA in Criminal Justice).” The motion was seconded and approved unanimously. A motion was made to adopt a program marked “B5. Proposal to Revise the Dual Admission/Joint Degrees for AS Science for Forensics/BS Forensic Science with CUNY Community Colleges.” The motion was seconded and approved unanimously. A motion was made to adopt a program marked “B6. Proposal to Revise the Minor in Sustainability and Environmental Justice.” The motion was seconded and approved unanimously.

A motion was made to adopt new courses marked B7-B12 as a slate. The motion was seconded and approved unanimously. A motion was made to adopt new courses marked B7-B12: B7. ART 1XX Eco Art and Design (CO: Com) B8. ESA 2YY Responder Health, Protection and Safety B9. LIT 1YY Justice by the Book (JCI) B10. PHI 238 Philosophy of Comedy (CE) B11. SEC 3XX Maritime Security and Safety B12. TOX 4XX Capstone Experience in Toxicology The motion was seconded and approved unanimously. A motion was made to adopt course revisions marked B13-B17 as a slate. The motion was seconded and approved unanimously. A motion was made to adopt course revisions marked B13-B17:: B13. HIS 214 Immigration and Ethnicity in the United States (US Exp) B14.HJS 310 Comparative Perspectives on Justice (JCII) B15. PAD 404 Practicum in Public Administration B16. PAD 440 Problems in Public Administration B17. SOC Bulk Prerequisite Changes The motion was seconded and approved unanimously.

IV. Report from the Committee on Graduate Studies (attachments C1)

A motion was made to adopt a new graduate course marked “C1. Proposal to Add International Course Attribute and Transcript Notation at the Graduate Level.” The motion was amended to add the following sentence:

The implementation of the proposal will take place following approval, by UCAS, CGS and the College Council, of a general procedure for “Course Competency Attribution and Transcript Notation.”

In Favor: 43 Oppose: 0 Abstentions: 4

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The motion was seconded and passed.

V. Report from the Registrar’s Office

A motion was made to adopt the 2016-2017 Graduates. In Favor: 43 Oppose: 0 Abstentions: 4 The motion was seconded and passed.

VI. Determination of Need of the May 17, 2017 College Council Meeting The additional College Council Meeting on May 17, 2017 was cancelled. The meeting was adjourned at 2:27p.m.

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Revised: September 5, 2017

Table of Contents

College Council ...................................................................................................................................... 2

College Council Interim Executive Committee ............................................................................... 4

Executive Committee of the College Council ................................................................................... 4

Undergraduate Curriculum and Academic Standards Committee ........................................... 5

Committee on Student Interests ........................................................................................................ 6

Faculty-Student Disciplinary Committee ......................................................................................... 6

Committee on Faculty Personnel ....................................................................................................... 7

Budget and Planning Committee ................................................................................................. 9-10

Financial Planning Subcommittee ......................................................................................................... 10

Strategic Planning Subcommittee .......................................................................................................... 10

Committee on Graduate Studies ....................................................................................................... 11

Committee on Student Evaluation of the Faculty ......................................................................... 11

Provost Advisory Council ................................................................................................................... 12

Council of Undergraduate Program Coordinators ...................................................................... 12

Committee on Honors, Prizes and Awards.................................................................................... 13

College-Wide Grade Appeals Committee ....................................................................................... 14

College-Wide Assessment Committee ……………………………………………………………………..…………. 14

Committee on Faculty Elections ........................................................................................................15

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College Council Membership

The College Council shall be the primary governing body of John Jay College of Criminal Justice. It shall have authority to establish College policy on all matters except those specifically reserved by the Education Law or by the Bylaws of the Board of Trustees of The City University of New York to the President or to other officials of John Jay College or of The City University of New York, or to the CUNY Board of Trustees. The College Council shall consist of the following members: Administration: 1. President (Chairperson) Karol Mason 2. Interim Provost and Senior Vice President for Academic Affairs Anne Lopes 3. Vice President for Finance and Administration Steven Titan 4. Vice President for Student Affairs Lynette Cook-Francis 5. Interim Vice President for Enrollment Management Dana Davies 6. Associate Provost for Institutional Effectiveness VACANT 7. Interim Dean of Graduate Studies Avram Bornstein 8. Associate Provost for Undergraduate Retention

and Dean of Undergraduate Studies Dara Byrne 9. Associate Provost and Dean of Research Anthony Carpi Faculty:

a. Full-time faculty elected from each academic department: 10. Africana Studies Xerxes Malki 11. Anthropology Johanna Lessinger 12. Art and Music Lisa Farrington 13. Communication and Theater Arts Elton Beckett 14. Counseling Mickey Melendez 15. Criminal Justice Frank Pezzella 16. Economics Joseph Rebello 17. English Jonathan Gray 18. Health and Physical Education Vincent Maiorino 19. History Andrea Balis 20. Interdisciplinary Studies Department Katie Genile 21. Latin America and Latina/o Studies Brian Montes 22. Law, Police Science, and Criminal Justice Administration Yue Ma 23. Library Maria Kiriakova 24. Mathematics Dante Tawfeeq 25. Modern Languages and Literatures Aida Martinez-Gomez 26. Philosophy Michael Brownstein 27. Political Science Jim Cauthen 28. Psychology Jill Grose-Fifer 29. Public Management Peter Mameli 30. Security, Fire and Emergency Management Lauren Shapiro 31. Sciences Guoqi Zhang 32. SEEK Erica King-Toler 33. Sociology Rosemary Barberet (Fall)

Lucia Trimbur (Spring)

b. At-Large Adjunct representative of the Faculty Senate: 34. English Veronica Hendrick

c. Faculty allotted according to any method duly adopted by the Faculty Senate: 35. Anthropology Anru Lee 36. English Karen Kaplowitz

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37. Latin American/Latina/o Studies & English Belinda Rincon 38. Law, Police Science, and Criminal Justice Administration Katarzyna Celinska 39. Law, Police Science, and Criminal Justice Administration Heath Grant 40. Law, Police Science, and Criminal Justice Administration Maki Haberfeld 41. Library Ellen Belcher 42. Mathematics & Computer Science Sven Dietrich 43. Psychology Rebecca Weiss 44. Psychology Charles Stone 45. Public Management Warren (Ned) Benton 46. Public Management Joel Freiser 47. Security, Fire and Emergency Management Hung-Lung Wei 48. Sciences Artem Domashevskiy 49. Sciences Francis Sheehan 50. SEEK Schevaletta (Chevy) Alford 51. Sociology Louis Kontos

Eight faculty alternates who may vote, make motions and be counted as part of the College

Council’s quorum only during the absence of a permanent faculty representative:

VACANT Robert Garot

VACANT VACANT

VACANT VACANT

VACANT VACANT

Higher Education Officers elected by Higher Education Officers Council: 52. Sandrine Dikambi (ex officio) 53. Kinya Chandler 54. Helen Cedeno 55. Jarret Foster 56. Janet Winter One Higher Education Officers alternate who may vote, make motions and be counted as part of

the College Council’s quorum only during the absence of a permanent higher education officer representative.

Anila Duro

Students: 57. President of the Student Council Fatime Uruci 58. Vice President of the Student Council Steven Pacheco 59. Treasurer of the Student Council Melinda Yam 60. Secretary of the Student Council MariaJose Martinez 61. Elected At-Large Representative Asia M. Johnson 62. Elected graduate student representative Wanda Baldera 63. Elected graduate student representative VACANT 64. Elected senior class representative Diana Chacon

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65. Elected senior class representative Brian Carvajal 66. Elected junior class representative Andrew Bandini 67. Elected junior class representative Rael Almonte 68. Elected sophomore class representative Nicholas Smith 69. Elected sophomore class representative Bianca Hayles 70. Freshman representative designated according to a method duly adopted by the Student Council.

Andrew Candia Two (2) alternate student representatives, who vote, make motions and be counted as part of the

College Council’s quorum only during the absence of a permanent student representative.

1. Jasmine Awad 2. Andreina Avalos

College Council Interim Executive Committee

The faculty, higher education officers and student representatives shall be elected by the College Council from among its members in September of each year. From June 1 until such time as the College Council holds this election, there shall be an Interim Executive Committee, which shall consist of the following members:

• President (Chairperson) Karol Mason • Interim Provost and Senior Vice President for Academic Affairs Anne Lopes • Vice President for Finance and Administration Steven Titan • Vice President for Student Affairs Lynette Cook-Francis • President of the Faculty Senate Warren (Ned) Benton • Vice-President of the Faculty Senate Francis Sheehan • Two (2) other members of the Faculty Senate

1. Michael Brownstein 2. Chevy Alford

• President of the Higher Education Officers Council Sandrine Dikambi • Vice-President of the Higher Education Officers Council Nikki Hancock-Nicholson • President of the Student Council Fatime Uruci • Vice-President of the Student Council Steven Pacheco

The faculty, higher education officer and student members of the Interim Executive Committee shall nominate College Council members of their respective constituencies as candidates for election to the Executive Committee.

Executive Committee of the College Council

There shall be an Executive Committee which shall be the College Council's Agenda Committee. It shall have the power to call the College Council into extraordinary session, and shall have only such powers, functions, and duties as the College Council may delegate to it to exercise during periods when the College Council is not in session. The faculty, higher education officers and student representatives shall be elected by the College Council from among its members in September of each year. The faculty, higher education officer and student members of the Interim Executive Committee shall nominate College Council members of their respective constituencies as candidates for election to the Executive Committee.

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The Executive Committee shall consist of the following members: • President (Chairperson) Karol Mason • Interim Provost and Senior Vice President for Academic Affairs Anne Lopes • Vice President for Finance and Administration Steven Titan • Vice President for Student Affairs Lynette Cook-Francis • Seven (7) members of the full-time faculty as defined in Article I, Section 3.a.i

1. VACANT 2. VACANT 3. VACANT 4. VACANT 5. VACANT 6. VACANT 7. VACANT

• Two (2) higher education officers 1. Sandrine Dikambi 2. Nikki Hancock-Nicholson

• Three (3) students 1. Fatime Uruci 2. Steven Pacheco 3. Asia M. Johnson

Undergraduate Curriculum and Academic Standards Committee

There shall be a Committee on Undergraduate Curriculum and Academic Standards which shall consider all matters relating to the undergraduate curriculum of the College and make recommendations to the College Council on such matters as: proposed programs; additions, deletions and modifications of courses and existing programs; distribution; core requirements; basic skills; academic standards; and, policies pertaining to student recruitment and admissions. The Committee on Undergraduate Curriculum and Academic Standards shall consist of the following members: • Associate Provost for Undergraduate Retention

and Dean of Undergraduate Studies (Chairperson) Dara Byrne • Registrar Daniel Matos • Executive Director of Undergraduate Studies Katherine Killoran • The chairperson of each of the academic departments, or a full-time member of the faculty, as

defined in Article I, Section 3.a.i of the Charter of Governance, who has served in that capacity at the College for at least one (1) year, to be elected from among the members of that department to serve for two (2) academic years.

1. Africana Studies Crystal Endsley 2. Anthropology Ed Snajdr 3. Art and Music Erin Thompson 4. Communication & Theater Arts Bettina Murray 5. Counseling Ma’at Lewis 6. Criminal Justice Gohar Petrossian 7. Economics Michelle Holder 8. English Jay Gates 9. Health & Physical Education Jane Katz 10. History Andrea Balis 11. Interdisciplinary Studies Program (ISP) Susannah Crowder 12. Library Ellen Sexton

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13. Latin American & Latina/o Studies Suzanne Oboler 14. Law, Police Science & CJA Maria Haberfeld 15. Mathematics & Computer Science Michael Puls 16. Modern languages & Literature Maria Julia Rossi 17. Philosophy John Pittman 18. Political Science Alex Moffett-Bateau 19. Psychology Demis Glassford 20. Public Management Judy-Lynne Peters 21. Sciences Sandra Swenson 22. Security, Fire & Emergency Management Robert Till 23. SEEK Virginia Diaz-Mendoza 24. Sociology Barry Spunt

• Three (3) students, each of whom have a cumulative grade point average of at least 3.0.

1. Paula Caceres 2. VACANT 3. VACANT

Committee on Student Interests

There shall be a Committee on Student Interests which shall be concerned with matters of student life including but not limited to student organizations, student housing, extracurricular activities, and student concerns at the College. The Committee on Student Interests shall consist of the following members: • Assistant Vice President and Dean of Students Michael Sachs

(Chairperson) • Director of Athletics Carol Kashow • Director, Center for Student Involvement

and Leadership Danielle Officer • Two (2) members of the faculty

1. VACANT 2. VACANT

• Six (6) students 1. Brian Carvajal 2. Nicholas Smith 3. Tomas Garita 4. Megan L. Rajkumar 5. VACANT 6. VACANT

Faculty-Student Disciplinary Committee

As set forth in Article XV of the Bylaws of the CUNY Board of Trustees, there shall be a Faculty-Student Disciplinary Committee which shall have primary jurisdiction in all matters of student discipline not handled administratively. The committee shall abide by the procedures required by Article XV of the Bylaws of the CUNY Board of Trustees. A Faculty-Student Disciplinary Committee shall consist of two (2) members of the faculty, two (2) students and a chairperson. As set forth in Article XV of the Bylaws of the CUNY Board of Trustees, the rotating panels shall be appointed as follows:

• The President shall select, in consultation with the Executive Committee, three (3) full-time members of the faculty, as defined in Article I, Section 3.a.i of the Charter of Governance, to receive training and to serve in rotation as chair of the Judicial Committee.

1. VACANT 2. VACANT

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3. VACANT

• Two (2) full-time members of the faculty, as defined in of the Charter of Governance, shall be selected by lot from a panel of six (6) members of the full-time faculty elected annually by the Faculty Senate.

1. VACANT 2. VACANT 3. VACANT 4. VACANT 5. VACANT 6. VACANT

• The two (2) student members shall be selected by lot from a panel of six (6) students elected

annually in an election in which all students registered at the College shall be eligible to vote. 1. Raveeta Jagnandan 2. Asia M. Johnson 3. Andreina Avalos 4. Yasmeen Adams 5. Alyssa Wooden 6. VACANT

In the event that the student panel or faculty panel or both are not elected, or if more panel members are needed, the President shall have the duty to select the panel or panels which have not been elected. No individuals on the panel shall serve for more than two (2) consecutive years.

Committee on Faculty Personnel There shall be a Committee on Faculty Personnel which shall review from the departments and other appropriate units of the College all recommendations for appointments to the instructional staff in the following ranks: Distinguished Professor, Professor, Associate Professor, Assistant Professor, Instructor, Distinguished Lecturer, Lecturer, Chief College Laboratory Technician, Senior College Laboratory Technician, and College Laboratory Technician, and make recommendations to the President. It shall also receive recommendations for promotions and reappointments with or without tenure, together with compensation, in the aforementioned ranks of the instructional staff and shall recommend to the President actions on these matters. It may also recommend to the President special salary increments. The President shall consider such recommendations in making his or her recommendations on such matters to the CUNY Board of Trustees. Policy recommendations of the committee shall be made to the College Council for action. Recommendations with respect to appointments, promotions, and other matters specified in the paragraph above, shall be reported to the President and shall not be considered by the College Council except at the discretion of the President. The Committee shall receive and consider petitions and appeals from appropriate members of the instructional staff with respect to matters of status and compensation, and shall present its recommendations to the President. Further appeals shall follow CUNY procedures. The Committee on Faculty Personnel shall consist of the following members: • President (Chairperson) Karol Mason • Interim Provost and Senior Vice President for Academic Affairs Anne Lopes • Interim Dean of Graduate Studies Avram Bornstein • Associate Provost for Undergraduate Retention

and Dean of Undergraduate Studies Dara Byrne • Associate Provost and Dean of Research Anthony Carpi • Chairperson of each academic department

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1. Africana Studies Jessica Nembhard 2. Anthropology Anthony Marcus 3. Art and Music Ben Lapidus 4. Communication and Theater Arts Seth Baumrin 5. Counseling Cary Sanchez 6. Criminal Justice Brian Lawton 7. Economics Jay Hamilton 8. English Jay Gates 9. Health and Physical Education Davidson Umeh 10. History Matthew Perry 11. Interdisciplinary Studies Department Amy Green 12. Latin American and Latino/a Studies Jose L. Morin 13. Law, Police Science, and Criminal Justice Administration Richard Curtis 14. Library Larry Sullivan 15. Mathematics and Computer Science Douglas Salane 16. Modern Languages and Literatures Silvia Dapia 17. Philosophy John Pittman 18. Political Science James Cauthen 19. Psychology Angela Crossman 20. Public Management Maria D’Agostino 21. Sciences Shu Yuan Cheng 22. Security, Fire and Emergency Management Charles Nemeth 23. SEEK Nancy Velazquez-Torres 24. Sociology Henry Pontell

• Three (3) at-large full-time members of the full-time faculty from amongst those who hold the

rank of tenured associate and/or tenured full professor, as defined in Article I, Section 3.a.i of the Charter of Governance.

1. Rosemary Barberet, Professor, Sociology 2. Elise Champeil, Associate Professor, Sciences 3. Gail Garfield, Professor, Sociology

• Three (3) members of the faculty who receive the next highest number of votes in a general

faculty election will be alternate faculty representatives on the committee. An alternate may vote, make motions and be counted as part of the quorum only when a chairperson and/or an at-large faculty representative is absent.

1. Mangai Natarajan, Professor, History 2. Nicholas Petraco, Associate Professor, Sciences 3. Aftab Ahmad, Associate Professor, Mathematics and Computer Science

• The Student Council may designate up to two (2) students, with at least 30 credits earned at the

College, to serve as liaisons to the Review Subcommittees of the Committee on Faculty Personnel. The student liaisons shall be subject to College Council ratification. The role of the student liaisons shall be to review student evaluations of faculty members being considered by the subcommittees for reappointment, promotion and tenure and to summarize the content of those evaluations at a time designated by the Review Subcommittee. Student liaisons are not members of the Committee on Faculty Personnel.

1. VACANT 2. VACANT

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Budget and Planning Committee There shall be a Budget and Planning Committee which shall be responsible for reviewing budget information, making recommendations on the financial and budgetary matters of the College, and providing guidance on comprehensive and strategic planning for the College. The President, or his designee, shall make quarterly financial reports to the Budget and Planning Committee. The Budget and Planning Committee shall consist of the following members: • President (Chairperson) Karol Mason • Interim Provost and Senior Vice President for Academic Affairs Anne Lopes • Vice President for Finance and Administration Steven Titan • Vice President for Student Affairs Lynette Cook-Francis • Interim Vice President for Enrollment Management Dana Davies • Associate Provost for Institutional Effectiveness VACANT • Assistant Vice President for Administration Raj Singh • Interim, Dean of Graduate Studies Avram Bornstein • Associate Provost for Undergraduate Retention

and Dean of Undergraduate Studies Dara Byrne • Associate Provost and Dean of Research Anthony Carpi • Assistant Vice President for Financial and Business Services Mark Flower • President of the Faculty Senate Warren (Ned) Benton • Vice President of the Faculty Senate Francis Sheehan • Chair of the Faculty Senate Fiscal Affairs Committee Thomas Kucharski • Vice Chair of the Faculty Senate Fiscal Affairs Committee Karen Kaplowitz • Chairperson of each academic department


• Chairperson of the Higher Education Officers Council Sandrine DiKambi • Two (2) higher education officer representative

1. Nikki Hancock-Nicholson 2. vacant

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• President of the Student Council or designee Fatime Uruci • Treasurer of the Student Council or designee Melinda Yam • One (1) additional student representative VACANT • Two members of the non-instructional staff, as defined in Article XIV, Section 14.1 of the Bylaws of

the CUNY Board of Trustees. 1. Anthony Chambers 2. VACANT

There shall be a Financial Planning Subcommittee of the Budget and Planning Committee which shall meet on a periodic basis in the development of the College’s Annual Financial Plan. The Financial Planning Subcommittee of the Budget and Planning Committee shall consist of the following members: • Vice President of Finance and Administration

(Chairperson) Steven Titan • Interim Provost and Senior Vice President for Academic Affairs Anne Lopes • President of the Faculty Senate Warren (Ned) Benton • Chair of the Faculty Senate Fiscal Affairs Committee Thomas Kucharski • Vice Chair of the Faculty Senate Fiscal Affairs Committee Karen Kaplowitz • Chair of the Council of Chairs Angela Crossman • Vice Chair of the Council of Chairs James Cauthen • One (1) representative chosen by the Council of Chairs Jay Hamilton • Chair of the Higher Education Officers Council Sandrine Dikambi The Assistant Vice President for Financial and Business Services Mark Flower and the Provost’s Senior Director for Academic Operations, Kinya Chandler shall staff the subcommittee. There shall be a Strategic Planning Subcommittee of the Budget and Planning Committee which shall provide guidance to the President on comprehensive and strategic planning including development of major planning documents and accreditation studies, related process and outcome assessment and space planning. The Strategic Planning Subcommittee of the Budget and Planning Committee shall consist of the following members: • Associate Provost for Institutional Effectiveness (Chairperson) VACANT • Vice President of Finance and Administration Steven Titan • Interim Provost and Senior Vice President for Academic Affairs Anne Lopes • President of the Faculty Senate Warren (Ned) Benton • Two (2) representatives chosen by the Faculty Senate

1. vacant 2. vacant

• Chair of the Council of Chairs Angela Crossman • Two (2) representatives chosen by the Council of Chairs

1. vacant 2. vacant

• Chair of the Higher Education Officers Council Sandrine Dikambi • One (1) student representative

1. Fatime Uruci The Director of Institutional Research, Ricardo M. Anzaldua and the Director of Outcomes Assessment, Virginia Moreno shall staff the subcommittee.

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Committee on Graduate Studies There shall be a Committee on Graduate Studies which shall be responsible for establishing general policy for the graduate programs, subject to review by the College Council. It shall have primary responsibility for admission, curriculum, degree requirements, course and standing matters, periodic evaluation of the graduate programs and for other areas of immediate and long-range importance to the quality and growth of graduate study. The committee shall also be responsible for advising on all matters relating to graduate student honors, prizes, scholarships and awards. The Committee on Graduate Studies shall review and approve program bylaws for each graduate program. Such bylaws shall then be submitted to the Executive Committee of the College Council for review and approval. Program bylaws may provide for co-directors after assessing factors such as program size and the interdisciplinary nature of the curriculum. The Committee on Graduate Studies shall consist of the following members:

• Interim Vice President for Enrollment Management Dana Davies • Interim Dean of Graduate Studies (Chairperson) Avram Bornstein • Assistant Vice President and Dean of Students Michael Sachs • Chief Librarian Larry Sullivan • Graduate Program Directors

1. Criminal Justice Jeff Mellow 2. Digital Forensics and Cybersecurity Doug Salane 3. Economics Jay Hamilton 4. Emergency Management MS Charles Jennings 5. Forensic Mental Health Counseling James Wulach 6. Forensic Psychology Diana Falkenbach 7. Forensic Psychology BA/MA Program Jennifer Dysart 8. Forensic Science Mechthild Prinz 9. International Crime and Justice Jana Arsovska 10. Protection Management Charles Nemeth 11. MPA: Public Policy and Administration William Pammer, Jr. 12. MPA: Inspection and Oversight Ned Benton 13. Security Management MS program Marie-Helen Maras

• Two (2) graduate students 1. Olivia Aveson 2. VACANT

Committee on Student Evaluation of the Faculty There shall be a Committee on Student Evaluation of the Faculty which shall be responsible for a continuous review of faculty evaluation procedures; review of the design of the survey instrument; recommendations for the terms under which the instrument will be used; and for the development of guidelines which shall be submitted to the College Council for review. The Provost and Senior Vice President for Academic Affairs shall designate staff for the committee. The Committee on Student Evaluation of the Faculty shall consist of the following members:

• Four (4) full-time members of the faculty 1. VACANT 2. VACANT 3. VACANT 4. VACANT

• Two (2) students 1. Brian Carvajal 2. Alejandro Almonte

The committee shall elect a chairperson from among its faculty members. Members shall serve for a term of two (2) years.

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Provost Advisory Council

There shall be a Provost Advisory Council which shall provide a formal means for the Provost to consult with faculty leadership on matters of joint concern such as budget, faculty recruitment and development, and personnel policies and practices. The Provost Advisory Council shall consist of the following members: • Interim Provost and Senior Vice President for Academic Affairs Anne Lopes

(Chairperson) • Senior Director of Academic Operations, Office of the Provost Kinya Chandler • President of the Faculty Senate Warren (Ned) Benton • Vice President of the Faculty Senate Francis Sheehan • Chairperson of each academic department


Council of Undergraduate Program Coordinators

There shall be a Council of Undergraduate Program Coordinators which shall provide a formal means to represent the concerns of those responsible for undergraduate majors and shall provide a formal means for reviewing matters of concern such as program review and revision, staffing, curriculum development and the scheduling of courses. The Council of Undergraduate Program Coordinators shall consist of the following members: • Associate Provost for Undergraduate Retention

and Dean of Undergraduate Studies (Chairperson) Dara Byrne • Coordinators of Undergraduate Majors

1. Anthropology Johanna Lessinger 2. Cell & Molecular Biology Jason Rauceo 3. Computer Science and Information Security Sven Dietrich 4. Criminal Justice (B.A.) vacant

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5. Criminal Justice (B.S.) VACANT 6. Criminal Justice Management Yi Lu 7. Criminology (B.A.) Barry Spunt 8. Culture and Deviance Studies Ed Snadjr 9. Dispute Resolution Maria R. Volpe 10. Economics Concentration A Geert Dhondt

Economics Concentration C VACANT 11. English John Staines 12. Fire and Emergency Services Robert Till 13. Fire Science Robert Till 14. Forensic Psychology (B.A.) Angela Crossman 15. Forensic Science (B.S.) Nicholas Petraco 16. Fraud Examination and Financial Forensics Jon Childerley 17. Gender Studies Antonio Jay Pastrana 18. Global History (B.A.) Stephen Russell 19. Humanities and Justice Fall: Stphen Russel

Spring: Hyunhee Park 20. International Criminal Justice Mangai Natarajan 21. Latin American and Latina/o Studies Jose Luis Morin 22. Law and Society Jean Carmalt

Michael Yarbrough 23. Legal Studies James Cauthen 24. Library Karen Okamoto 25. Philosophy Mary Ann McClure 26. Police Studies Joe Pollini 27. Political Science Brian Arbour*

Jennifer Rutledge* 28. Public Administration Yi Lu 29. Security Management Robert McCrie 30. Sociology Robert Garot 31. Spanish Concentration A Aida Martinez Gomez

Spanish Concentration B Maria Julia Rossi 32. Toxicology Shu-Yuan Cheng (Demi)

*Co-coordinators

Committee on Honors, Prizes and Awards There shall be a Committee on Honors, Prizes and Awards which shall make recommendations to the College Council for undergraduate student recipients. The Committee on Honors, Prizes and Awards shall consist of the following members:

• Vice President for Student Affairs (Chairperson) Lynette Cook-Francis • Assistant Vice President and Dean of Students Michael Sachs • Director, Center for Student Involvement

and Leadership Danielle Officer

• Three (3) full-time members of the faculty 1. VACANT 2. VACANT 3. VACANT

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B

• Three (3) students who have a minimum cumulative grade point average of 3.0 and who are not seniors

1. Jasmine Awad 2. VACANT 3. VACANT

College-Wide Grade Appeals Committee The college-wide grade appeals committee shall comprise five (5) tenured members of the faculty, who shall be nominated by the Faculty Senate and elected by the College Council. No more than one faculty member from any department may concurrently serve on the committee. The committee shall elect a chair from its own membership.

1. VACANT 2. VACANT 3. VACANT 4. VACANT 5. VACANT

College-Wide Assessment Committee

There shall be a campus-wide committee to coordinate assessment efforts for both student learning and institutional effectiveness, broadly understood. The purpose of assessment is continuous improvement of teaching, student learning, institutional effectiveness, and service to internal and external constituencies. The Committee comprises seven faculty members and three Higher Education Officers. The Director of Assessment is an ex officio member without vote. The Associate Provost for Institutional Effectiveness is the committee chair.

• Chairperson Marie-Helen Maras • Co-Chairperson Denise Thompson • Director of Assessment Virginia Moreno

(ex officio) • Associate Provost for Institutional Effectiveness VACANT • Seven (7) Full-time Faculty Members

1. VACANT 2. VACANT 3. VACANT 4. VACANT 5. VACANT 6. VACANT 7. VACANT

• Three (3) Higher Education Officers 1. Alison Orlando 2. VACANT 3. VACANT

19

B

Special Committee of the College Council

Committee on Faculty Elections

There shall be a Committee on Faculty Elections which shall conduct faculty elections. The committee shall be comprised of five (5) full-time members of the faculty, as defined in Article I, Section 3.a.i of the Charter. The Committee on Faculty Elections shall consist of the following members:

1. VACANT 2. VACANT 3. VACANT 4. VACANT 5. VACANT

20

C

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OV

OS

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PL

AN

FO

R IM

PL

EM

EN

TA

TIO

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F C

OA

CH

E W

OR

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9.4

.17

Objective

Strategies for Academic Year

2016-2017 Status U

pdate as of Fall 2017 Strategies U

nderway for 2017-2018

1. Reduce Faculty W

orkload: Teaching Load

Develop a multi-year plan to

reduce teaching load to 3/3 for a m

ajority of faculty by AY 2020

Multi-year Teaching Load

Reallocation plan was

developed. Phase 1 was

implem

ented. The 73 faculty determ

ined to be eligible at the end of AY 2016-2017 have been credited w

ith a course reduction in teaching load in AY 2017-2018.

A new assessm

ent was initiated on

8/1/2017; it’s focus is to determine

how a 3/3 load can be achieved for

all tenured and tenure track faculty. Its focus is w

orkload distribution and funding. Findings w

ill be shared by the end of the fall 2017 sem

ester.

2. Reduce Faculty W

orkload: Service

Finalize and analyze results of faculty com

mittee service

survey

Report of the Task Force on M

andated Comm

ittees w

as released in April 2017. Open

Discussion Forum

was held on M

ay 4, 2017.

Initiate faculty-wide discussions

about faculty service with the goal of

revising FPC guidelines for service in 2018-19. Begin FPC in Septem

ber 2017 with

regard to the clarity of service guidelines; an ad hoc subcom

mittee

will be established to recom

mend a

clear definition of service and a standard w

ay to value service in the tenure and prom

otion process. Initiate discussions w

ith chairs with

regard to service reduction strategies for faculty in sm

all departm

ents and other

21

C

Objective


2016-2017 Status U



recomm

endations with regard to

reducing service. Launch technical support specialist position to support chairs through reassignm

ent of interim provost

staff and training. Develop and launch adjunct hiring

pool summ

er 2017 to assist chairs w

ith identifying part time faculty.

Work w

ith Council of Chairs to consolidate Provost’s Advisory Com

mittee and chair m

eetings. Lim

it PAC frequency.

3. Reduce Faculty W

orkload: Support Student Learning and Success

In Budget and Planning deliberations, advocate for and prioritize spending on direct student academ

ic support services, particularly advisem

ent Provide sufficient resources

for the Teaching Learning Center

Three new academ

ic advisors were

hired in summ

er 2017. Resources w

ere reallocated from a

terminated Research Professor

position to provide a $75,000 annual budget for the TLC, beginning AY 2016-2017. In its first year 240 FT and PT faculty participated in TLC developm

ent opportunities, including the funded track sem

inars, Faculty Developm

ent Days, Digital Dem

o Days, Comm

unities of

Launch the Office for Student

Research to support faculty student research m

entoring in September.

A comprehensive review

of all student support services w

ill be conducted and plans put in place for developing adequate funding for these program

s and services as part of Academ

ic Affairs 2017-2018 Strategic Fundraising Plan.

22

C

Objective


2016-2017 Status U



Practice, coffee and conversation hours, peer-led faculty teach-ins and w

orkshops, 1-1 mentoring, and

Program Im

provement Grants.

Funding from Academ

ic Affairs and partnerships w

ith OAR, U

GS, SASP, GS, John Jay O

nline, Blackboard, ePortfolio, PATT, and Student Affairs supported these efforts. TLC increased participation in Faculty Recognition Aw

ard nom

inations. Distinguished Teaching Prize received 55 nom

inations for 19 professors. 4.

Reduce Faculty Workload:

Address Work-Life Balance

in Meaningful W

ays

Incorporate HR policies into faculty handbook and create a tab for Faculty in the Em

ployee Center on Inside John Jay. Create inform

al and formal

opportunities for building relationships am

ong faculty, staff, and senior adm

inistrators.

The Provost’s Office created a

Faculty Services website w

here faculty can find critical HR inform

ation under References and Resources. This w

ebsite serves as the equivalent of a faculty handbook. Associate to the Provost Pease has hosted w

eekly lunches in the Faculty Dining Room

throughout AY 2016-2017 for cross-generational, cross-disciplinary, cross-rank groups of faculty, attended by 185 faculty. This initiative is ongoing.

Support faculty success through the Teaching and Learning Center program

ming that (a) responds to

faculty-identified needs (news

literacy, implicit bias, teaching in

difficult times) and adm

inistrative priorities (online learning, O

ERs, HSIs), (b) sponsors grants to program

s for improving outcom

es. The interim

provost will host som

e joint faculty-HEO

events.

23

C

Objective


2016-2017 Status U



Encourage departments to

assist faculty in managing

work-life balance

Associate to the Provost Pease held W

riting Boot Camp for 11 faculty to

work on w

riting up their research. 4 W

riting Boot Camps have been

scheduled for AY2017-18. Created a Chairs Handbook that em

phasizes several aspects of faculty support, including best practices of an effective chair, one of w

hich is that she “balances student and curricular needs w

ith individual faculty needs in staffing and scheduling courses.” Held orientation for new

departm

ent chairs summ

er 2017; incorporated discussion of support for faculty

Interim Provost w

ill engage HR about the developm

ent and im

plementation of a salary

compression analysis in early fall

2017. Advocacy for CU

NY-w

ide benefits, such as spousal hiring, housing etc. w

ill be conducted. Continue discussions w

ith chairs about successful strategies for m

anaging work-life balance.

5. Increase Transparency of Personnel Process

Create and appoint faculty affairs and developm

ent position Create an FPC w

ebsite with all

policies, deadlines and flow

chart

Provost appointed Professor Allison Pease in sum

mer 2016 to a three-

year term as Associate to the

Provost for Faculty. Faculty Services w

ebsite launched in spring 2017 and can be found at this link: http://w

ww

.jjay.cuny.edu/faculty-services or by searching Faculty

Increase transparency of personnel processes through com

pletion of m

emos of guidance of Faculty

Services website and annual

updating of FPC outcomes.

A new w

eb page containing all FPC inform

ation will launch by m

id-O

ctober. It will be housed on the

Faculty Services site and linked to

24

http://www.jjay.cuny.edu/faculty-services

http://www.jjay.cuny.edu/faculty-services

C

Objective


2016-2017 Status U



Host regular information

sessions for faculty approaching personnel actions; recruit and select m

odel form Cs for

dissemination;

Services on the college home page.

Includes sections on Staff/Contacts, Full Tim

e Faculty, Part-Time Faculty,

Student Evaluation of Faculty, References and Resources, Key Form

s, and Key Dates Associate to the Provost Pease m

et inform

ally throughout the year with

at least 52 individual professors to advise them

on reappointment,

tenure, and promotion, and to talk

about their Forms C

2 Form C w

orkshops, led by Associate to the Provost Pease and Faculty Services M

anager Kyeanna Bailey, held in sum

mer and fall 2016,

and spring and fall 2017, attended by 49 faculty. 1 additional Form

C workshop held

in spring 2017 for Junior Faculty in the Junior Faculty M

entoring Program

on May 5.

2 workshops held in Decem

ber 2016 and January 2017 for Associate Professors considering prom

otion to full, attended by 27 faculty. Faculty Services held 2 w

orkshops on Personnel Files and FIDO

in

the college’s new (forthcom

ing) governance site and the interim

provost’s page.

25

C

Objective


2016-2017 Status U



Hold open consultation prior to any personnel guidelines change Dissem

inate guidelines before yearly subm

ission deadlines Publish annual statistical reports of FPC actions

December 2016 and February 2017.

FPC will continue to hold public

open meetings to discuss any

possible changes to the guidelines. All inform

ation will also be published

on the new FPC w

ebpage. This w

as done for the 2016-2017 cycle and w

ill continue to be the practice of the Faculty Services O

ffice. In Septem

ber 2016, a com

prehensive, seven-year historical view

of FPC statistics was

sent by email to all FT faculty and

was published on Inside John Jay,

with plans to update and

disseminate annually.

There will be no changes to the

guidelines in 2017-2018. The FPC w

ill develop an assessment plan

about its work and im

plement it.

The report will be updated in Fall

2017.

6. Support Subgroups: W

omen, Faculty of Color

and Associate Professors

Initiate ongoing campus

conversations about race, w

ith specific initiatives and tim

elines

President’s annual welcom

e-back letter invited ideas for such initiatives and dedicated a portion of the Fall Faculty-Staff m

eeting on 9/27 to a discussion of ideas for advancing a conversation on race. A Com

munity of Practice of 24

faculty met over in fall 2016 on the

A plan to increase faculty diversity through recruitm

ent has been developed and put in place by the interim

provost. It will im

pact all searches underw

ay for the 2017-2018 academ

ic year. It includes the follow

ing components.

• Professional development in

best practices for the recruitment

and retention of diverse faculty for

26

C

Objective


2016-2017 Status U



topic of Disrupting Implicit Bias;

discussion sessions are ongoing on Faculty Developm

ent Days Support all faculty w

ith an eye tow

ard taxed sub-groups of faculty including w

omen, faculty of color

and Associate Professors by providing training for hiring a diverse faculty, w

orkshops for Associate Professors, junior faculty m

entoring program

, faculty lunches, recognition events, w

riting boot cam

ps, Provosts’ affinity groups, paid faculty developm

ent seminars.

chairs and all P & B departm

ental m

ember, w

ill be sponsored by the interim

provost and take place on Septem

ber 8th 2017. It w

ill include a spring assessm

ent and follow-up

component. • A database of HBCU

and HIS institutions that prepare doctoral students in areas related to the college’s curriculum

has been established during the sum

mer

2017. In the fall, Asian American

and Native Pacific Islander-Serving

Institutions will be added.

• Recruitment letters to

provosts and deans of the identified institutions w

ill be sent by the interim

provost to increase the diversity of the hiring pool. The interim

provost will also w

rite to professional associations that represent diverse groups of academ

ics and engage professional and John Jay faculty netw

orks for recruitm

ent. The interim provost

will also establish relationships w

ith m

inority faculty pipeline programs,

such as the Mellon, W

oodrow

Wilson, Gates program

s during fall 2017.

27

C

Objective


2016-2017 Status U



Provide increased travel and O

AR opportunities to all; m

ake existing programs better

known am

ong faculty; Provide inform

al opportunities for building relationships and support am

ong faculty; Develop a m

entoring plan, specifying goals, publicizing

In 2015-2016, OAR funded $248.9K

of internal awards to JJ College

faculty. 35% of aw

ards were to

faculty of color. From 2011 to 2016,

OAR increased support for JJ faculty

• Established online suggestion box to gather input from

all faculty and staff. Pilot through staff reassignm

ent and assess direct adm

inistrative support to faculty in departm

ents that have expressed exceptional student m

entoring workloads.

The interim provost w

ill host a faculty w

elcome back reception on

September 7, 2017 and a joint

faculty-HEO event in Decem

ber. Train new

faculty on grant practices through enhanced m

entoring and one-on-one support.

28

C

Objective


2016-2017 Status U



the mentoring program

w

idely, monitoring efforts,

defining expected results, and assessing im

pact. Facilitate and support the establishm

ent of affinity groups.

by 157%.

Overall Academ

ic Travel allocation w

ill be increased 4% in AY 2017-

2018 from $327,438 to $334,992.

TLC and OAR co-sponsored a year-

long grant-writing w

orkshop for 22 faculty. Provost hosted a Tenure and Prom

otion celebration in October

2016. Provost and Associate to the Provost hosted a cocktail reception in Septem

ber 2017 for faculty of color, attended by 38 faculty. In spring 2017, Faculty Services created Junior Faculty M

entoring Program

for 9 Junior Faculty m

entored by 9 Senior Faculty through 2017-2018; includes m

onthly mentorship requirem

ents, w

orkshops on building research netw

orks, writing the Form

C, successful teaching, and choosing service strategically Created Provost’s Affinity Listservs for Black, Latino/a, Asian and Asian Am

erican,

Celebrate and share research by John Jay scholars that focuses on Hispanic and Black identify during Hispanic Heritage M

onth and Black History M

onth.

29

C

Objective


2016-2017 Status U



and LGBTQ faculty.

FPC revised Form C lines 14 &

15 to clarify teaching guidelines and to m

ake student mentoring a visible

teaching activity that contributes to the college and can be rew

arded in the personnel process.

7. Increase Adm

inistrative Transparency

Provide greater budgetary transparency.

Launch schedule of adm

inistrative O

pen Houses for all offices of Academ

ic Affairs. O

pen interim provost’s senior

administrative team

meetings to

faculty. Report budgetary assessm

ents conducted by Academ

ic Affairs about Academ

ic Affairs.

8. W

hat is our Identity – And w

hat do we Value?

Include discussions of college identity in all ongoing discussions on college governance.

Conduct discussion w

ith all stakeholders about identity related to on-going transform

ation of the college, resource constraints and resource planning and developm

ent.

30

D1

Approved by UCASC, May 19, to College Council, September 12, 2017



New Course Proposal Form

Date Submitted_____March 1, 2017_______ When completed, email the proposal form in one file attachment for UCASC consideration and scheduling to [email protected] . 1. a. Department(s) or program(s) proposing this course

____Africana Studies, with new major: Human Services and Community Justice (HSCJ)___ b. Name and contact information of proposer(s)___Jessica Gordon Nembhard_______

Email address([email protected]_____________ Phone number(s)___646-557-4658____________________________

2. a. Title of the course __” Introduction to Community Justice in Human Systems” ____

b. Abbreviated title (not more than 30 characters including spaces to appear on student transcripts and in CF) ______Justice in Human Systems_____________

c. Level of this course _XX_100 Level ____200 Level ____300 Level ____400 Level

Please provide a brief rationale for why the course is at the level: “Introduction to Community Justice in Human Systems” is exactly as the title says, an introduction to understanding issues of justice when studying human systems and providing human services. It provides an overview of the historical development of the human services profession, reintroduces students to ethics in the profession and what it means to be a helper; and at the same time introduces them to ways to meet human needs through the promotion of justice. The course also introduces them to concepts in community justice and new ways to think about community-based approaches to justice. So this is a beginning course in the major, and an elementary entry into these topics. This course has writing and reading requirements at the 100 level, and requires the minimal level of community direct service hours (10) required for a human services major.

d. Course prefix to be used (i.e. ENG, SOC, HIS, etc.): ___AFR___________ 3. Rationale for the course (will be submitted to CUNY in the Chancellor’s Report). Why

should John Jay College offer this course? (Explain briefly, 1-3 paragraphs.) In the HSCJ major all students must first complete the required foundation core courses. This is the second required foundation course and the first course that thoroughly incorporates community justice

31

mailto:[email protected]

D1


into the curriculum. In further orienting students to understand human systems and services, it helps them understand themselves as a member of society, as a helper, and as a community advocate and change maker. The course provides tools with which students can articulate and assess ethical views and their underlying premises, particularly in developing and demonstrating community justice and human services values and attitudes, and the ethics established by the National Organization for Human Services. In addition, this course introduces the fields of community justice and asset-based community development, and helps the students to better understand how community justice relates to human service provision. The relationship between human service provision and community justice is not usually articulated in social services and human service majors. This course is therefore pivotal to enhancing students’ understanding of the uniqueness and comprehensiveness of this major, as well as how it relates to John Jay’s justice mission. This is an entry level course situating community justice as an intellectual pursuit as well as a social justice practice. Students are introduced to scholarship on community and restorative justice principles and practices, and on community-initiated asset-based development, as well as to evidence-based practices in community justice and restorative justice interventions, policy and advocacy. 4. Course description as it is to appear in the College Bulletin. (Keep in mind that this is for

a student audience and so should be clear and informative; please write in complete sentences; we suggest not more than 75 words.)

This course is an overview of the human services profession, community practices, and the variety of ways to meet human needs through promoting justice. Students study the values, theories, skills, and techniques used in the fields of human services, asset-based community development, and community justice - to strengthen the capacity of formal and informal systems of social support. Through course work, practical experience, and active learning methods, this course focuses on both the prevention and remediation of problems, and the enhancement of individual and community quality of life. AFR 1XX starts students on the journey to become self-reflective caregivers, community leaders, and/or change makers, with the ethical and cultural competencies essential for human services practice in both the public and private sectors. 10 hours of field experience required. 5. Course Prerequisites or co-requisites (Please note: All 200-level courses must have ENG

101 and all 300 & 400-level courses must have ENG 102/201 as prerequisites): None 6. Number of:

a. Class hours __3___ b. Lab hours _____ c. Credits __3___

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7. Has this course been taught on an experimental basis?

_X__ No ____ Yes. If yes, then please provide:

a. Semester(s) and year(s): b. Teacher(s): c. Enrollment(s): d. Prerequisites(s):

8. Learning Outcomes (approximately 3-5 or whatever is required for mapping to the Gen

Ed outcomes). What will the student know or be able to do by the end of the course? How do the outcomes relate to the program’s (major; minor) outcomes? Students will: 1. Gather, interpret, and assess information from a variety of sources and points of

view. 2. Evaluate evidence and arguments critically and analytically, and produce well-

reasoned written and oral arguments using evidence to support conclusions. 3. Identify and apply fundamental concepts, methods, and theories of human systems,

and community-based approaches to justice; and how they effect social change on all levels of society including individual, interpersonal, family, group, community and organizational.

4. Articulate and reflect on ethical views and their underlying premises, particularly to develop and demonstrate community justice and human services values and attitudes, especially those established by the National Organization for Human Services.

5. Examine how an individual’s place in society affects their experiences, values, or choices, and recognize how societal conditions such as access, involvement, and equity as well as their own biases, values and interpersonal styles limit justice and effect people in diverse communities.

6. Identify human services skills and evidence-based practices in community justice interventions, policy and advocacy.

9. Will this course be part of any major(s), minor(s) or program(s)?

_____No __X___Yes If yes, Indicate major(s), minor(s), or program(s) and indicate the part, category, etc. (Please be specific)

Human Services and Community Justice - Required Foundation Core Course Africana Studies Minor and Africana Studies Honors Minor - elective

33

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10a. Will this course be part of JJ’s general education program? No __X___ Yes _____ If yes, please indicate the area:

11 . How will you assess student learning? Students will write 2 reflection essays in the first half of the semester, to demonstrate that they understand the central ideas in a required reading, to formulate their own thoughts about the material, and to provide critical analysis, using specific examples from the readings to support their points. In their reflections and practice volunteering in the community, students are required to bring the theories, philosophies and best practices from, the readings into their work.

The research paper due week 13, requires students to explore the connection between human services and community justice in specific contexts, such as mental health, justice systems, education, health services, etc.; incorporating assigned course readings, as well as an independent review of the literature. The research paper is due almost at the end of the course in order to give the students time to develop excellent writing and analytic skills, and to use the shorter earlier assignments to gain skills on using evidence to support conclusions. Rubrics for how to organize a paper and an oral report; and for what makes an A paper are provided.

The team oral presentations require students to examine different frameworks for understanding human systems and community justice, and to engage in a formal debate about the different frameworks.

Assignments Percentage Participation (including in-class small group activities and assignments)

15%

Two reflection essays & 4 comments 10% Group Oral presentation 10% Midterm examination 15% Research paper (4-5) pages 20 Final community service project, portfolio, & oral presentation, and 10 hours of service

30

12. Did you meet with a librarian to discuss library resources for the course?

Yes_XX___ No___

• If yes, please state the librarian’s name__ Maria Kiriakova, the Collection Development Librarian, and Maureen Richards, the Digital Resources Librarian____

• Are there adequate resources in the library to support students’ work in the course Yes___XX___ No________

• Will your students be expected to use any of the following library resources? Check

all that apply.

34

D1


The library catalog, CUNY+ _X_ EBSCOhost Academic Search

Complete _X__ Electronic encyclopedia

collections (e.g. from Gale; Sage; Oxford Uni Press) _X__

LexisNexis Universe __X_ Criminal Justice Abstracts _X__

PsycINFO ____ Sociological Abstracts ____ JSTOR __X__ SCOPUS ____ Other (please name)

___________________________

13. Syllabus – see attached 14. Date of Department curriculum committee approval ___February 27, 2017__

15. Faculty - Who will be assigned to teach this course? ___all AFR faculty_____

16. Is this proposed course similar to or related to any course, major, or program offered by

any other department(s)? How does this course differ? __X__No

____Yes. If yes, what course(s), major(s), or program(s) is this course similar or related to? With whom did you meet? Provide a brief description.

17. Did you consult with department(s) or program(s) offering similar or related courses or

majors? __X__Not applicable But did discuss with Counseling department and HSCJ

curriculum sub committee. And refined based on feedback. ____No ____Yes. If yes, give a short summary of the consultation process and results.

18. Will any course be withdrawn, if this course is approved? __X_No ___Yes. If yes, number and name of course(s) to be withdrawn. 19. Approvals: C. Jama Adams, Africana Studies

35

D1


John Jay College of Criminal Justice The City University of New York

524 West 59th Street New York, New York 10019

AFR 1XX (145): Introduction to Community Justice in Human Systems

Section X: Date and Class Meeting Time

Professor: Jessica Gordon Nembhard, Ph.D. Office: 9.63.06 NB Telephone: 646-557-4658 Email: [email protected] Office Hours: Tuesdays 2-5:30 PM -------------------------------------------------------------------------------------------------------------------- Course Description This course provides an overview of the human services profession, community practices, and the variety of ways to meet human needs through promoting justice. Students study the values, theories, skills, and techniques used in the fields of human services, asset-based community development, and community justice - to strengthen the capacity of formal and informal systems of social support. Through course work, practical experience, and active learning methods, this course focuses on both the prevention and remediation of problems, and the enhancement of individual and community quality of life. AFR 1XX starts students on the journey to become self-reflective caregivers, community leaders, and/or change makers, with the ethical and cultural competencies essential for human services practice in both the public and private sectors. 10 hours of field experience required. Learning Outcomes

1. Gather, interpret, and assess information from a variety of sources and points of

view. 2. Evaluate evidence and arguments critically and analytically, and produce well-

reasoned written and oral arguments using evidence to support conclusions. 3. Identify and apply fundamental concepts, methods, and theories of human systems,

and community-based approaches to justice; and how they effect social change on all levels of society including individual, interpersonal, family, group, community and organizational.

4. Articulate and reflect on ethical views and their underlying premises, particularly to develop and demonstrate community justice and human services values and attitudes, especially those established by the National Organization for Human Services.

5. Examine how an individual’s place in society affects their experiences, values, or choices, and recognize how societal conditions such as access, involvement, and

36

D1


equity as well as their own biases, values and interpersonal styles limit justice and effect people in diverse communities.

6. Identify human services skills and evidence-based practices in community justice interventions, policy and advocacy.

Required Texts & Readings Woodside, M. and T. McClam. 2009. An Introduction to Human Services (7th edition) NY: Brooks/Cole Publishing Co. Kretzmann, John P. and John L. McKnight, 1993. Building Communities from the inside out: A Path Toward Finding and Mobilizing a Community's Assets. Chicago: ACTA Publications. Website for National Organization for Human Services: www.nationalhumanservices.org Additional required readings and materials come from journal articles, chapters in books, media. Or a Reader including major chapters from those books and other chapters and articles. Blackboard will be used. This course management website is free. All students are required to get to know the site immediately. Weekly assignments, supplemental articles, course updates, course documents and/or links, discussion boards, and other sources to help you and to keep the class in communication with each other are on this site. Many required assignments will be given on this site. A copy of this syllabus will also be on the site. Please take your time to learn and utilize the class website. DO NOT WAIT until the last minute to become familiar with this website. This site works best with your John Jay email account. Find the link from the John Jay website www.jjay.cuny.edu. Course Requirements This course requires both a personal and academic involvement on the part of the student, as it deals with understanding oneself as well as learning about human services and community practice processes, and acquiring basic skills vital to work in the human services and community justice fields. In addition to lectures, there will be class discussions, group activities, and community service. Students must complete assigned readings for each topic prior to each class session. Additional requirements are listed below:

1. Active participation in class discussions and small group activities 2. Prompt attendance at ALL class sessions 3. Two reflection essays (1-2 pages each) submitted on the due dates; and at least 4 comments on

other student’s reflections 4. A group presentation about one of the topics in the second half of the class 5. A midterm examination 6. A research paper (5-7 pages) 7. 10 hours of field experience and/or community service 8. A final oral presentation and written portfolio based on your field experience/community

service project Grading Policy The final grade will be determined based on the following criteria (see end of syllabus for more details about each assignment:

37

http://www.nationalhumanservices.org/

http://www.jjay.cuny.edu/

D1


Assignments Percentage Participation (including in-class small group activities and assignments)

15%

Two reflection essays & 4 comments 10% Group Oral presentation 10% Midterm examination 15% Research paper (4-5) pages 20% Final community service project, portfolio, & oral presentation, and 10 hours of service

30%

Students will incur a reduction in grade for late or incomplete assignments. Course Information Class participation and attendance You will need to be an active learner who participates in class discussions, demonstrations, worksheets, and small group discussions, as well as unannounced quizzes. You are to bring questions for discussion to class sessions to demonstrate that you are keeping up to date with the reading assignments. Participation is necessary in this course. Additionally, this class will involve some degree of self-exploration and interpersonal learning. Attendance is expected at each class meeting for the full duration of the class. Students are expected to arrive at class prepared to work, with the assigned readings done. Frequent absences and late arrival will negatively affect your ability to be aware of what we are doing and to respond appropriately to the various demands placed on you. Students who are often absent and late almost never do well in class. Reflection/Response Essays

Below are some guidelines regarding writing a critical reflection essay (1-2 pages, double spaced, 12-point font). Two (2) will be written and posted on the Discussion Board of Blackboard, due weeks 4 and 8 (first class of week 8), respectively. You must cite class discussions and one or both of the text books, but do NOT just write a summary of the material. Your task is to demonstrate that you understand the central ideas discussed or read, to formulate your own thoughts about the material, and to provide critical analysis. Consider the following when doing these assignments:

1. Quality writing skills include writing directly and clearly, and using specific examples to support

your points. Use complete sentences, check for spelling, and develop your paragraphs. These are formal papers so please proofread prior to submission. Be mindful of required length of the paper or presentation.

2. Development of a theme is essential. Make an outline and check to see that each point in your outline is relevant to your central message. Attend to the following when writing your response:

a. Create a short title that conveys your basic idea b. Have solid introductory and concluding paragraphs c. The theme should be clear, concise, and specific. Do not write in a general or abstract

manner d. Develop your thoughts fully and logically e. In terms of form and organization, your paper or presentation should flow well and your

points should relate to one another

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f. Be sure to make reference to your readings and give reasons for your opinions and perspectives rather than making unsupported statements

g. Cover a few issues/ideas well versus attempting to cover too much h. Use clear examples to illustrate your point and tie in your examples to the point you are

trying to make (Use a similar outline for giving an oral presentation) In addition, you must respond a total of 4 different times to your classmates’ reflections; at least 2 responses for each assignment. Write at least ½ a page in response to what your classmate has written and post it as a thread on the Discussion Board of Blackboard.

Research Paper

Specific instructions on content and format will be provided. Students will explore the connection between human services and community justice in specific contexts, such as mental health, justice systems, education, health services, etc. Students will be expected to incorporate assigned course readings, as well as an independent review of the literature pertaining to their specific contextual issue. The professor must approve the topic you choose. You are required to write a 4-5 page paper (not including heading or bibliography; double spaced, 12-point font), following the guidelines assigned and using references and citations in APA format. Group Oral Presentation Groups will be determined based on the topics students choose for the independent research papers. The project and oral presentation will be debate style where teams will critically examine the same human services and community justice issue via different frameworks. The debates will focus on advocating for either a community-level needs perspective versus an asset-based analysis of community. The project will require students to incorporate and critically analyze content from the course readings. Specific instructions on the content and format will be provided in class. Community Service Project, Portfolio and Oral Presentation The course requires field experience which can be a community service project (10 hours supervised and recorded). The course will culminate in a final portfolio about your community service project, and an oral presentation. You must complete at least 10 hours of field experience/community service during the semester, either with a human services agency or a community-based organization. You will put together a portfolio described below, including a final reflection paper and oral presentation.

Service-Learning is… Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. The distinctive element of service-learning is that it enhances the community through the service provided, but it also has powerful learning consequences for the students or others participating in providing a service. (National Service Learning Clearinghouse. www.servicelearning.org).

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http://www.servicelearning.org/

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Portfolio:

Part 1: Researching a Community Service Agency and report (3-4 pages) For part 1 of your community service portfolio you need to research 2 community-based human service agencies and/or community organizations. This will be due the 3rd week of class and will be put into your Portfolio. Conduct a brief site visit to each organization/agency. During the visit be sure to gather relevant pamphlets/ brochures that outline the services provided. Once you have familiarized yourself with the agency, find someone at the site who can provide some general information regarding the agency’s mission, services and history; and can discuss your community service options with that agency/organization. Keep notes and write a report on what you find. Questions to help you gather information will include, but are not limited to the following: What is the history and mission of the agency? What specific services do they provide? What or who is the target population served? What types of career professionals are employed in the agency? What additional services could be added to enhance the mission’s goals? How have their services impacted the target community? How is the agency funded? What frustrations and/or challenges does the agency encounter in attempting to execute the delivery of services in meeting their mission? What options are there for community service? Write a report/essay about the research you did on the 2 agencies/organizations. Write a description of each place based on your research and the answers to those and other questions. Include a section of self-reflection: describe your reactions and feelings to what you have learned by addressing the following questions: How did learning about the agency/organization and its stated goals to the target community make you feel? Were you hopeful and/or optimistic that human service workers and/or community advocates can make a difference in the lives of others? Did any of the challenges articulated help to make you feel less enthusiastic about being a helper in this field? Why would you want to volunteer at that agency/organization? Include a brief bibliography or references section where you list any brochures you used and any other reports or information you used or found about the agencies/organizations, and list names of people you interviewed. Part 2: Choose an Agency/Organization to volunteer with for the semester, for at least 10 hours; Sign Agreement Choose 1 of the 2 agencies/organizations that you researched or another option through the John Jay’s Office of Community Outreach and Service-Learning (http://www.jjay.cuny.edu/community-outreach-and-service-learning-0) and/or CUNY Service Corps (www.cuny.edu/servicecorps). Meet the requirements of either office to finalize community service project. Meet with the supervisor in charge of community service and/or volunteering and agree to a schedule. Have the supervisor sign an agreement or memorandum of understanding between the 2 of you in terms of what you will do, how many hours total and how many per week and per semester; as well as procedures for missing your appointments because of illness or weather, etc. You need to have as detailed an agreement as possible about your responsibilities, hours, etc. Complete any other forms required by any of the organizations/agencies. Copies of these document must be included in your Portfolio.

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http://www.jjay.cuny.edu/community-outreach-and-service-learning-0

http://www.jjay.cuny.edu/community-outreach-and-service-learning-0

http://www.cuny.edu/servicecorps

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Part 3: Validated Timesheet (or Log of Hours) and Weekly Reflection Journal Students must keep a time sheet (or an hourly log) of time spent at community service. At least two times, in the middle of the semester and at the end of the service, each student must have the site supervisor sign their log of hours to verify their attendance at the agency/organization. In addition, students are required to keep a weekly journal providing entries that reflect on the experience, as well as summarize what the student accomplished and how it relates to what we are studying in this course. What challenges did the student face, what accomplishments made? Also reflect on issues about advocacy versus empowerment, and how to develop leadership rather than dependency in human services and community activism. At mid term (by Month Day Year) please show professor your journal reflections so far, and your validated time sheets so far. Part 4: Reflection Essay and final Portfolio Your reflection essay will include a heading (with your name, date, class and semester), and a 2-3 page essay about the experience, providing an overview of your community service, describing the organization/location and your activities, commenting on your weekly reflections, and connecting your experience to themes and objectives of this course. Reflect on the strengths and accomplishments of; as well as challenges the agency or organization you volunteered with face and the power relationships. Also, reflect on issues about advocacy versus empowerment, and how to develop leadership rather than dependency in human services and community activism. This essay should focus on your impressions, self-reflection, and critical analysis of what you observed during your field experience/community service, and the experience engaging in service learning, now that you have completed the project. What have you learned? What would you do differently? What are the strengths and weaknesses of service learning? Read at least 3 articles about community service and/or service learning. Refer to them in the paper and include them in your References section. Order of items to turn in with Reflection Essay: The Full Portfolio

1. Cover page with your name, date, course name and section, professor’s name, title of community service project (give it a title), and name and place of community service. Provide a 1 paragraph abstract of the experience what you did and what you learned. This will also be what you hand out to your classmates when you give your oral presentation.

2. Overview: the reflection essay commenting on the experience in general, tying in your experience to objectives, themes, issues and information from the course; reviewing your reflection entries, and description of the place where community service took place. Strengths and weaknesses of community service, etc. Lessons learned (3-4 pages)

3. Reference page with at least 3 references used in your overview essay, and any references used in site research.

Appendices:

4. Validated Time Sheet (Log of Hours) and copy of signed community service agreement with the agency/organization, and any other paper work.

5. Research report on 2 Community Sites 6. Weekly reflections in chronological order and labeled by date.

Part 5: Oral Presentation and Handout You will give a short (10 minute) oral presentation about your service learning to the class. Hand out a

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copy of the cover page to your Portfolio to each student. Use power point, video clips and/or other multimedia or creative presentation formats. Find a way to be creative but thoughtful about how you present your experience and lessons learned to your classmates. Schedule of Classes:

Schedule of Classes

Topics and Assignments

(All assignments are due on the specified dates)

Week One: Introduction and requirements

Assignments: • Getting to know each other; reviewing policies and procedures, including

guidelines for response papers; Review syllabus and discuss Obtain required texts by first class Instructions for Field Experience/Community Service Site Research Readings:

• Woodside and McClam Chapter 1. An Introduction to Human Services, pp.3-27.

• Kivel, Paul. 2007. "Social Service or Social Change?" in The Revolution will not be Funded, ed. by INCITE! Women of Color Against Violence, pp. 129-150. Cambridge, MA: South End Press. [Blackboard] also http://coavp.org/sites/default/files/social%20service%20vs%20change.pdf

Weeks Two & Three: What’s your story? Self-exploration

Readings: • Woodside and McClam Chapter 6: The Human Service Professional

pp.161-190. • Kretzmann and McKnight Chapter 1: Releasing Individual Capacities pp.

13-28; Youth pp. 29-50. • Stephens, Barry and Mary Anne Templeton. 2011. “Assessing and

Teaching Self-Advocacy: A Pathway to Increasing Client Empowerment and Self-Efficacy.” In Janet Hagen and Alfred T. Kisubi, eds., Best Practices in Human Services: A Global Perspective, Chapter 11 pp.239-260. Council for Standards in Human Service Education, Monograph Series, August. [Blackboard]

Assignment: Capacities Checklist and Self-Advocacy Questionnaire and Indicator Instructions for Reflection Essay #1 Week 3: Field Experience/Community Service Site Research due Small group in-class discussions

Week Four: Introduction to Community Practice

Readings: • Kretzmann and McKnight Introduction, pp. 1-11. • Travis, Jeremy. 2004. “Building from the ground up: strategies for creating

safe and just communities.” Journal of Religion & Spirituality in Social Work Vol. 23, Issue 1/2, pp.173-195.

• Clear, Todd R. and David R. Karp. 2000. “Toward the Ideal of Community Justice.” NIJ Journal October, pp. 21-28. NCJ 184448. http://www.ncjrs.gov/pdffiles1/jr000245f.pdf.

• Optional reading: Gordon Nembhard, Jessica. 2008. “Theorizing and Teaching Democratic Community Economics: Engaged Scholarship,

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http://coavp.org/sites/default/files/social%20service%20vs%20change.pdf


http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46a9JtqivTLek63nn5Kx95uXxjL6prUqupbBIrq%2beT7ipsFKwp55oy5zyit%2fk8Xnh6ueH7N%2fiVa%2bntFCwprRQtqmkhN%2fk5VXj5KR84LPkhOac8nnls79mpNfsVcvIwEXEycJIrqawTK%2bqpH7t6Ot58rPkjeri8n326gAA&hid=9

http://web.ebscohost.com/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46a9JtqivTLek63nn5Kx95uXxjL6prUqupbBIrq%2beT7ipsFKwp55oy5zyit%2fk8Xnh6ueH7N%2fiVa%2bntFCwprRQtqmkhN%2fk5VXj5KR84LPkhOac8nnls79mpNfsVcvIwEXEycJIrqawTK%2bqpH7t6Ot58rPkjeri8n326gAA&hid=9

http://www.ncjrs.gov/pdffiles1/jr000245f.pdf

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Economic Justice, and the Academy.” In Engaging Contradictions: Theory, Politics and Methods of Activist Scholarship, edited by Charles R. Hale, pp. 265-297. Berkeley, CA: University of California Press. [Blackboard]

Assignment: Reflection Essay #1 due

Week Five: The Helping Process

Readings: • Woodside and McClam Chapter 7: The Helping Process pp. 193-225; &

Woodside and McClam Chapter 5: The Client pp.129-160.. • Kisubi, Alfred and Janet Hagen. 2011. “Human Services as a Harm

Reduction and Community-Building Cannon in the Global ICT Age.” In Janet Hagen and Alfred T. Kisubi, eds., Best Practices in Human Services: A Global Perspective, Chapter 1 pp.1-48. Council for Standards in Human Service Education, Monograph Series, August. [Blackboard]

• Optional Reading: Kretzmann and McKnight: Seniors, People with Disabilities, Welfare Recipients pp. 51-94

Assignment: Instructions for Reflection Essay #2

Week Six: Theoretical Perspectives: Human Services and Human Systems

Readings: • Woodside and McClam Chapter 4: Models of Human Service Delivery pp.

97-126. • Compton, B.R., Galaway, B., & Cournoyer, B.R. (2004). Ch.2 The eco-

systems perspective and use of knowledge. Social work processes. United States: Brooks/Cole. [Blackboard]

• Gitterman, A. (2003). The meaning, scope, and context of the concept of social justice in social work with groups. In M. Sullivan, Lang, Goodman, & Mitchell (Eds.), Social work with groups: Social justice through personal, community, and societal change (pp 25-34). Binghamton, NY: Haworth Press.[Blackboard]

• Week Seven: Theoretical Perspectives: Community Justice

Readings: • Karp, David R. and Todd R. Clear. 2000. “Community Justice: A

Conceptual Framework.” Community Justice Vol. 2: Boundary Changes in Criminal Justice Organizations, pp. 323 - 368. NCJ 185527. http://www.ncjrs.gov/criminal_justice2000/vol_2/02i2.pdf.

• John Whitehead, David Landes, and Jessica Gordon Nembhard. “Inner-City Economic Development and Revitalization: A Community-Building Approach.” In African Americans in the United States Economy, edited by Cecilia Conrad, John Whitehead, Patrick Mason, and James Stewart, pp.341-356. New York: Rowman & Littlefield Publishers, 2005. [Blackboard]

• Chaskin, Robert J. 2008. “Rodney E. Hero, Racial Diversity and Social Capital: Equality and Community in America” Review of Racial Diversity and Social Capital: Equality and Community in America by Rodney E. Hero. Social Service Review, Vol. 82, No. 4 (December): 749-752.

Week Eight: Midterm review & exam

Assignment: Review readings from Weeks 1-7. Small group discussions Reflection Essay #2 due; Midterm Review

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MIDTERM EXAM

Week Nine: Multi-cultural issues: Gender & Sexual Orientation

Readings: • Jones, Tamara. 2000. “Building Effective Black Feminist Organizations.”

Souls: A Critical Journal of Black Politics, Culture, and Society Volume 2, Number 4 (Fall), 55.

• AFSC. 2005. “Close to Home: Development of Innovative, Community-based Responses to Anti-LGBT Violence.” American Friends Service Committee, October. http://www.prisonpolicy.org/scans/afsc/close-to-home.pdf.

• Brown, Lyn Mikel, Meda Chesney-Lind, and Nan Stein. " Patriarchy Matters: Toward a Gendered Theory of Teen Violence and Victimization.” Violence Against Women Volume 13 Number 12 (December 2007), pp. 1249-1273.

Assignment: Midterm Exam returned for review in class Instructions for research paper Group Oral Presentations Assigned and Instructions Given

Week Ten: Multi-cultural issues: Race & Ethnicity

Readings: • Lawson, M., & Alameda-Lawson, T. (2001). What’s wrong with them is

what’s wrong with us. Journal of Community Practice, 9(1). • Bakanic, Von, 2009. Chapter 1 Introduction, “What is Prejudice?” In, Von

Bakanic, Prejudice: Attitudes about Race, Class, and Gender, pp. 1-20. Upper Saddle River, NJ: Pearson, Prentice Hall. [Blackboard]

• Charles R. Lawrence, III. (1987). “The id, the ego, and equal protection: Reckoning with unconscious racism.” 39 Stanford Law Review 317.

• Malcolm X, “A Problem of Human Rights.” 1964 http://civilrightsdefence.org.nz/tuhoe/index.html OR Malcolm X: “The Ballot or the Bullet?” http://www.edchange.org/multicultural/speeches/malcolm_x_ballot.html

Week Eleven: Group Approaches and Social Capital

Readings: • Woodside and McClam Chapter 8: Working Within a System pp. 226-257. • Netting, Kettner, & McMurtry (2008). Ch. 5 Understanding organizations.

(4th ed.), Social work macro practice. NY: Pearson/Allyn & Bacon. [Blackboard]

• Kretzmann and McKnight Chapter 2: Releasing the Power of Local Associations and Organizations pp. 109-138.

Assignment: Discuss Community Service Experiences

Week Twelve: Community Approaches

Readings: • Kretzmann and McKnight Chapter 3: Capturing Local Institutions for

Community Building pp. 171-174, 209-226, 241-273. • Kretzmann and McKnight Chapter 4: Rebuilding the Community Economy

pp. 275-292. • Gordon Nembhard, Jessica. 2008. “Community-Based Economic

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http://www.prisonpolicy.org/scans/afsc/close-to-home.pdf

http://www.prisonpolicy.org/scans/afsc/close-to-home.pdf

http://civilrightsdefence.org.nz/tuhoe/index.html

http://www.edchange.org/multicultural/speeches/malcolm_x_ballot.html

http://www.edchange.org/multicultural/speeches/malcolm_x_ballot.html

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Development.” In Solidarity Economy: Building Alternatives for People and Planet, eds. Jenna Allard, Carl Davidson, Julie Matthaei, pp. 211-220. Chicago: ChangeMaker Publications. [Blackboard]

• Optional Reading: McKnight, John L. and John P. Kretzmann. 1996 (revised). Mapping Community Capacity. The Asset-Based Community Development Institute, Institute for Policy Research Northwestern University (1990). http://www.abcdinstitute.org/docs/MappingCapacity.pdf.

Assignment: Group Oral Presentations Begin

Week Thirteen: Ethical Standards

Readings: • Woodside and McClam Chapter 9: Professional Concerns; National Human

Services Codes of Ethics and Standards pp. 258-285. • Julian, D. (1999) Some Ethical Standards to Guide Community Practice and

an Example of an Ethical Dilemma from the Field. Journal of Community Practice, Vol 6 # 1. Pp 1-13

• National Organization for Human Services Ethical Standards: http://www.nationalhumanservices.org/index.php?option=com_content&view=article&id=43:ethics&catid=19:site-content&Itemid=90

• NASW Code of Ethics: http://www.socialworkers.org/pubs/Code/code.asp Assignment: Group Oral Presentations Continue Research paper due

Week Fourteen: Empowerment v Dependency; Review and Wrap Up

Readings: • Woodside and McClam Chapter 3: Human Services Today pp. 60-96. • Aisenberg, Eugene; Herrenkohl, Todd. 2008. “Community Violence in

Context: Risk and Resilience in Children and Families.” Journal of Interpersonal Violence, vol. 23, no. 3 (March), pp. 296-315.

• Kivel, Paul. 2007. "Social Service or Social Change?" in The Revolution will not be Funded, ed. by INCITE! Women of Color Against Violence, pp. 129-150. Cambridge, MA: South End Press. [Blackboard] and http://coavp.org/sites/default/files/social%20service%20vs%20change.pdf

Assignment: Last day of class: Wrap Up (All outstanding assignments due) Community Service Portfolio due Community Service Oral Presentations begin

Week Fifteen:

FINAL EXAM Period: (Specific Date, Time and Place to be announced) – Oral Presentations continue and completed.

CUNY’s Non-Discrimination Policy: “The University must foster tolerance, sensitivity and mutual respect among all members of its community. Efforts to promote diversity and to combat bigotry are an inextricable part of the educational mission of the University." The use of epithets or demeaning terms for anyone based on sexual orientation, race, gender expression or identity, ethnicity, national origin, disability, or religion is unacceptable and is disruptive of the educational process. This will not be tolerated in my class and is unacceptable behavior on our campus. This is a safe classroom where professor and students mutually engage in respectful discourse and supportive, constructive exchanges that create and maintain a classroom environment that is truly conducive to teaching and learning.

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http://www.abcdinstitute.org/docs/MappingCapacity.pdf

http://www.nationalhumanservices.org/index.php?option=com_content&view=article&id=43:ethics&catid=19:site-content&Itemid=90

http://www.nationalhumanservices.org/index.php?option=com_content&view=article&id=43:ethics&catid=19:site-content&Itemid=90

http://www.socialworkers.org/pubs/Code/code.asp

http://csaweb108v.csa.com/ids70/p_search_form.php?field=au&query=aisenberg+eugene&log=literal&SID=cdiuaf6jtmd4h5ngtd6em88pq2

http://csaweb108v.csa.com/ids70/p_search_form.php?field=au&query=herrenkohl+todd&log=literal&SID=cdiuaf6jtmd4h5ngtd6em88pq2

http://csaweb108v.csa.com/ids70/view_record.php?id=3&recnum=57&log=from_res&SID=cdiuaf6jtmd4h5ngtd6em88pq2

http://csaweb108v.csa.com/ids70/view_record.php?id=3&recnum=57&log=from_res&SID=cdiuaf6jtmd4h5ngtd6em88pq2



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Statement of College Policy on Plagiarism and Academic Integrity: Academic Integrity: It is the student’s responsibility to understand what plagiarism and cheating entail, and to refrain from engaging in unethical, dishonest scholarship. Plagiarism (as defined by the John Jay College Undergraduate Bulletin) is the act of presenting another person’s ideas, research or writings as your own. The following are some examples of plagiarism, but by no means is it an exhaustive list:

• Copying another person’s actual words without the use of quotation marks and footnotes attributing the words to their source;

• Presenting another person’s ideas or theories in your own words without acknowledging the source;

• Using information that is not common knowledge without acknowledging the sources; • Failing to acknowledge collaborators on homework and laboratory assignments.

Internet Plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the Internet without citing the source, and “cutting and pasting” from various sources without proper attribution. Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or communication during an academic exercise. The following are some examples of cheating, but by no means is it an exhaustive list:

• Copying from another student during an examination or allowing another to copy your work;

• Unauthorized collaboration on a take home assignment or examination; • Using notes during a closed book examination; • Taking an examination for another student, or asking or allowing another student to take

an examination for you; • Changing a graded exam and returning it for more credit; • Submitting substantial portions of the same paper to more than one course without

consulting with each instructor; • Preparing answers or writing notes in a blue book (exam booklet) before an examination; • Allowing others to research and write assigned papers or do assigned projects, including

use of commercial term paper services; • Giving assistance to acts of academic misconduct/dishonesty; • Fabricating data (all or in part); • Submitting someone else’s work as your own; • Unauthorized use during an examination of any electronic devices such as cell phones,

palm pilots, computers or other technologies to retrieve or send information. For the complete text of the CUNY Policy on Academic Integrity and the John Jay College Policy on Academic Integrity and other college-wide policies see the John Jay Undergraduate Bulletin, Chapter IV Academic Standards. Please note that Wikipedia is not an acceptable academic source for any information used, discussed or written about in this class.

Statement Regarding Students with Disabilities:

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The Office of Services for Students with Disabilities (at 237-8122) provides support services and counseling for students who are physically challenged, have learning disabilities, and/or have medical conditions which affect their performance in the classroom setting. If you are in need of special assistance, please contact that office (and then me) no later than the second week of class.

Total Point Conversion to Final Grade: A 93.0-100.0 points A- 90.0- 92.9 B+ 87.1- 89.9 B 83.0- 87.0 B- 80.0- 82.9 C+ 77.1- 79.9 C 73.0- 77.0 C- 70.0- 72.9 D+ 67.1- 69.9 D 63.0- 67.0 D- 60.0- 62.9 F Below 60 points Reminder: A = Excellent B = Good C = Satisfactory D = Passing F=Failure/Unsuccessful

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Approved by UCASC, May19, to College Council, September 12, 2017




Date Submitted_____March 6, 2017_______ When completed, email the proposal form in one file attachment for UCASC consideration and scheduling to [email protected] .

1. a. Department(s) or program(s) proposing this course: Africana Studies, with new major: Human Services and Community Justice (HSCJ) b. Name and contact information of proposer(s)___Jessica Gordon Nembhard

Email address([email protected]_____________ Phone number(s)___646-557-4658_______________________

2. a. Title of the course: “Research Methods in Human Services and Community Justice”

b. Abbreviated title (not more than 20 characters including spaces to appear on student transcripts and in SIMS) ______Research Meth Hum Serv & Com Just

c. Level of this course __100 Level ____200 Level __XX__300 Level ____400 Level

Please provide a brief rationale for why the course is at the level: Research methods in Human Services and Community Justice is the research methods course for the Human Services and Community Justice major. Assignments are scaffolded to prepare the students to complete a literature review with 12-15 sources, design a research project, write and present a research proposal and conduct some of their own data collection to complete the research experience. Students will connect this research project with the service learning required in the major and to learning about participatory action research. This course has writing and reading requirements at the 300 level.

d. Course prefix to be used (i.e. ENG, SOC, HIS, etc.): ___AFR___________ 3. Rationale for the course (will be submitted to CUNY in the Chancellor’s Report). Why

should John Jay College offer this course? (Explain briefly, 1-3 paragraphs.) In the HSCJ major all students must complete 2 required research skill courses. This is the first required research course, and is the research methods course for the Human Services and Community Justice major. It combines the study of social science research methods focused on qualitative data and learning participatory action research in community practice. In further orienting students to understand human systems and services in a community justice framework, this course guides them

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through the process of conducting research, collecting qualitative data and writing about it. In addition, it reinforces the ethics and morality of conducting research, especially on human subjects, and introduces the students to participatory action research – all of which they will encounter in their human services and/or community advocacy or organizing careers. Students will be required to take the 1 hour IRB orientation. AFR 3XX also teaches students how to evaluate the quality and rigor of scholarship, how to be truthful and accurate in knowledge production, and how to understand and articulate the limitations of their research. In addition, this course reinforces the concepts of community justice, community practice, and asset-based community development, as well as how to study and assess these aspects of the field. Unlike most research methods courses, this course articulates relationships between human service provision and community justice, and provides students with tools and skills to conduct community-based research, participatory action research, and to apply evidence-based research to practice. 4. Course description as it is to appear in the College Bulletin. (Keep in mind that this is for

a student audience and so should be clear and informative; please write in complete sentences; we suggest not more than 75 words.)

This research methods course articulates relationships between human service provision and community justice, and provides students with tools and skills to conduct community-based research, participatory action research, and to apply evidence-based research to practice. It provides students with a working vocabulary, sets of analytical tools, and a variety of qualitative research methods, write scholarly and professional essays and papers, and give oral presentations. Students enhance their capacity to identify problems and interventions, to analyze information, and contribute to the creation of new knowledge. Students proceed through the steps of conducting research, including formulating the research question, finding peer-reviewed sources, annotating their bibliography, producing a literature review, creating a research outline, conducting participatory action research, analyzing data; and completing a research paper. 5. Course Prerequisites or co-requisites (Please note: All 200-level courses must have ENG

101 and all 300 & 400-level courses must have ENG 102/201 as prerequisites): ENG 201, AFR 227, CHS 235, MAT 108 or higher, STAT 250 or ECO 255 or CJBA 240

6. Number of: a. Class hours __3__ b. Lab hours _____ c. Credits __3___


_X__ No ____ Yes. If yes, then please provide:

a. Semester(s) and year(s):

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b. Teacher(s): c. Enrollment(s): d. Prerequisites(s):


Ed outcomes). What will the student know or be able to do by the end of the course? How do the outcomes relate to the program’s (major; minor) outcomes?

• Explain multiple methodological perspectives and tools used to study academic and social problems found in Human Services, including participatory action research.

• Use the fundamental elements of qualitative research to formulate a research question, find peer-reviewed sources, prepare an annotated bibliography, produce a literature review, create a research outline, conduct participatory action research, and analyze data.

• Practice critical analysis of knowledge and theory in human services interventions and community-based approaches to justice; as well as evaluate impacts on human services delivery systems and community justice practices.

• Develop well-reasoned written and oral arguments using evidence to support conclusions; and demonstrate high quality oral and written communication.

• Articulate and explain ethical dilemmas inherent in the process of conducting research (particularly in human services and community studies); including the current practices and standards for protecting the rights of human subjects (the Institutional Review Board (IRB) process).


_____No __X___Yes If yes, Indicate major(s), minor(s), or program(s) and indicate the part, category, etc. (Please be specific)

Human Services and Community Justice - Required Research Course Africana Studies Minor and Africana Studies Honors Minor - elective or can substitute for AFR 310.

10a. Will this course be part of JJ’s general education program? (remember to fill out the CUNY Common Core Form if part of Required or Flexible Core) No __X___ Yes _____ If yes, please indicate the area:

11 . How will you assess student learning? Students will be required to write an essay analyzing the strengths and weaknesses of participatory action research, and then spend the majority of the semester in preparing a literature review, conducting participatory community-based research, assessing their data, and completing a 12-15 page final research paper. Students will also complete several preparation essays and/or drafts leading to the final product – for example, a description of their methods,

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a research outline. In addition, students will share oral summaries of readings with the class and be required to be a discussion leader during class; and are required to participate in class discussions. Paper 1 15 points Annotated Bibliography 10 points Literature Review draft 15 points Preparation Papers (methodology, research outline, etc.) 15 points IRB training 5 points Final Research Paper 20 points Oral Summaries and class discussion leader 10 points Participation 10 points Total: 100 points 12. Did you meet with a librarian to discuss library resources for the course?

Yes_XX___ No___

• If yes, please state the librarian’s name__ Maria Kiriakova, the Collection Development Librarian, and Maureen Richards, the Digital Resources Librarian____

• Are there adequate resources in the library to support students’ work in the course Yes___XX___ No________

• Will your students be expected to use any of the following library resources? Check

all that apply.

The library catalog, CUNY+ _X_ EBSCOhost Academic Search

Complete _X__ Electronic encyclopedia

collections (e.g. from Gale; Sage; Oxford Uni Press) _X__

LexisNexis Universe __X_ Criminal Justice Abstracts _X__


___________________________

13. Syllabus – see attached 14. Date of Department curriculum committee approval ___March 7, 2017__

15. Faculty - Who will be assigned to teach this course? ___all AFR faculty_____

16. Is this proposed course similar to or related to any course, major, or program offered by

any other department(s)? How does this course differ?

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5 AFR 3XX Research Methods Syllabus

__X__No ____Yes. If yes, what course(s), major(s), or program(s) is this course similar or related to? With whom did you meet? Provide a brief description.

The College has several research methods course that students in various majors take, but this

course focuses specifically on methods used in Human Services and community practice.

17. Did you consult with department(s) or program(s) offering similar or related courses or majors?

__X__Not applicable But did discuss with Counseling department and HSCJ curriculum sub committee. And refined based on feedback.

____No ____Yes. If yes, give a short summary of the consultation process and results.

18. Will any course be withdrawn, if this course is approved? __X_No ___Yes. If yes, number and name of course(s) to be withdrawn. 19. Approvals: C. Jama Adams, Africana Studies Chair, Africana Studies Department

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524 West 59th Street New York, New York 10019

AFR 3XX (312): Research Methods in Human Services and Community

Justice

Semester, Time Room Professor: Jessica Gordon Nembhard, Ph.D. Office Hours: Wednesdays 1:00 – 3 PM or by appointment or by appointment: Room 9.63.07 NB Contact: Email: [email protected] or [email protected] Phone: (646) 557- 4658 ----------------------------------------------------------------------------------------------------------------- Course Description: This research methods course articulates relationships between human service provision and community justice, and provides students with tools and skills to conduct community-based research, participatory action research, and to apply evidence-based research to practice. It provides students with a working vocabulary, sets of analytical tools, and a variety of qualitative research methods, write scholarly and professional essays and papers, and give oral presentations. Students enhance their capacity to identify problems and interventions, to analyze information, and contribute to the creation of new knowledge. Students proceed through the steps of conducting research, including formulating the research question, finding peer-reviewed sources, annotating their bibliography, producing a literature review, creating a research outline, conducting participatory action research, analyzing data; and completing a research paper. Prerequisites: ENG 201, AFR 227, MAT 108 or higher, STAT 250 or ECO 255 or CJBA 240.

Learning Outcomes:

• Explain multiple methodological perspectives and tools used to study academic and social problems found in Human Services, including participatory action research.

• Use the fundamental elements of qualitative research to formulate a research question, find peer-reviewed sources, prepare an annotated bibliography, produce a literature review, create a research outline, conduct participatory action research, and analyze data.

• Practice critical analysis of knowledge and theory in human services interventions and community-based approaches to justice; as well as evaluate impacts on human services delivery systems and community justice practices.

• Develop well-reasoned written and oral arguments using evidence to support conclusions; and demonstrate high quality oral and written communication.

• Articulate and explain ethical dilemmas inherent in the process of conducting research (particularly in human services and community studies); including the

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current practices and standards for protecting the rights of human subjects (the Institutional Review Board (IRB) process).

Required Books: Monette, Duane R., Thomas J. Sullivan, and Cornell R. DeJong. 2014. Applied Social Research: A Tool for the Human Services (9th edition). Belmont, CA: Brooks/Cole. ISBN-13: 978-1285075518 [ASR] Stringer, Ernest T. 1999. Action Research 2nd edition. Thousand Oaks, CA: SAGE Publications, Inc. ISBN-13: 978-0761917137 [AR] Optional Recommended books/Reference books: Brown, Kathleen W., Paul C. Cozby, Daniel W. Kee, and Patricia E. Worden. 1999. Research Methods in Human Development (2nd edition). Mountain View, CA: Mayfield Publishing Company.[RMHD] [Blackboard] McDougal, Serie III. 2014. Research Methods in Africana Studies. New York: Peter Lang Publishing Inc. ISBN 978-1433124600. [RMAS] Alford, Robert R. 1998. The Craft of Inquiry: Theories, Methods, Evidence. New York: Oxford University Press. ISBN 978-0-19-511903-9. [CI] Wayne, C. Booth, et al. 2016. The Craft of Research (4th edition). Chicago: University of Chicago Press. ISBN-13: 978-0-226-23973-6. [CR] Additional Resources: Quizlet, Research Methods in Human Services flash cards: https://quizlet.com/102407573/research-methods-in-human-services-flash-cards/ The Role of Research in Social Work website http://socialwork.une.edu/resources/news/the-role-of-research-in-social-work/ Recent Books on Action Research and Related topics (1994 to recent) http://www.aral.com.au/resources/books.html The Action Research Bibliography (to 1993) http://www.aral.com.au/resources/biblio.html National Organization for Human Services http://www.nationalhumanservices.org/home- Assignments: Buddy: Each student will choose or be assigned a buddy from among the members of the class. Buddies will review and edit each other’s assignments before they are handed in to the professor and/or presented to the class. Each of you will design a research project and write a research paper based on your topic. You will be required to complete the following major assignments:

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https://quizlet.com/102407573/research-methods-in-human-services-flash-cards/

https://quizlet.com/102407573/research-methods-in-human-services-flash-cards/

http://socialwork.une.edu/resources/news/the-role-of-research-in-social-work/

http://www.aral.com.au/resources/books.html

http://www.aral.com.au/resources/biblio.html

http://www.nationalhumanservices.org/home-

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• Paper 1 on Participatory Action Research: Research is a craft, and all forms of research are exercises of inquiry. Write a short paper (3-5 pages) defining and describing participatory action research. Analyze its components, characteristics and best practices; compare this method with the traditional scientific method. Discuss the strengths and weaknesses of using participatory action research. What are considered its limitations? Are there ways to address or mitigate the limitations? Describe your community service project and how you plan to use participatory action research in order to help you design and finalize your research project and paper.

• IRB training: All students will take the 1 hour IRB introductory training module. This is so you understand the process and the need for it. See below for information about how to access and take the online training.

• Annotated Bibliography, Literature Review, and Research Outline: Convert an annotated bibliography about your research question into a literature review using at least 12 academic sources. A guide to writing a literature review will be handed out separately. Include an outline of the full research project.

• Research Paper: Incorporate the literature review with a methodology section and discussion of the research questions and hypotheses; report the research, results and analysis. Provide a conclusion. Include the bibliography. The full structure and rubric for the research paper will be provided separately. 12-15 pages.

• There will be a few preparation papers/drafts and in-class work during the semester that will address the various components of these larger assignments, for example a discussion of research methods and the methods you will use. These papers, as well as our readings and discussions, will help you complete them.

• In addition, students will be required to give an oral summary of a required reading and lead part of the class discussion about it. Students will also give a final oral presentation on their research paper and may be required to participate in John Jay’s Research Week with a poster or oral presentation.

• “Participation” includes being active in class discussions, showing that you have read the assignments, arriving to class on time, and paying attention during the class period (i.e. by not texting, talking, etc.). There may be in-class worksheets and/or small group assignments that also contribute to your participation grade; and students must prepare questions for guest speakers. An absence means you will not have participated and will lower your participation grade. Make sure to communicate with the professor as soon as possible if you have an excused absence.

All assignments must be: Double-spaced; 12-point font; 1-inch margins. I accept drafts of any paper and will provide feedback (handing in a draft does not exempt you from point deductions for lateness, so be sure to get me a draft in advance of the due date). I accept late assignments, but you will have points deducted at my discretion, especially if you have not contacted me before the due date. Grading: Paper 1 15 points Annotated Bibliography 10 points

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Literature Review draft 15 points Preparation Papers (methodology, research outline, etc.) 15 points IRB training 5 points Final Research Paper 20 points Oral Summaries and class discussion leader 10 points Participation 10 points Total: 100 points Total Point Conversion to Final Grade: A 93.0-100.0 points A- 90.0- 92.9 B+ 87.1- 89.9 B 83.0- 87.0 B- 80.0- 82.9 C+ 77.1- 79.9 C 73.0- 77.0 C- 70.0- 72.9 D+ 67.1- 69.9 D 63.0- 67.0 F Below 63 points Reminder: A = Excellent B = Good C = Satisfactory

D = Passing F=Failure/Unsuccessful

Blackboard: Many of your reading assignments (as well as this syllabus) are on our course’s Blackboard page. As a John Jay student, you already have a Blackboard account; you just have to set it up (if you have not done so already). Go to www.jjay.cuny.edu, click on “BlackBoard Online” at the top right. Click on Portal Log-in/Blackboard/eSIMS and from there click on Blackboard 8 Direct. If you have trouble accessing Blackboard, call the help desk at (212) 237-8200 or email the help desk at [email protected]. Writing Resources: Since there are many writing assignments in this course I want to make you aware of the resources that are available to you if you are having any issues with your writing. You can make an appointment to meet with a tutor at the Writing Center. You can call them at (212) 237-8569 or visit them at http://web.jjay.cuny.edu/~writing/homepage.htm. If English is not your first language, then you can go to the Center for English Language Support. You can call them at (212) 237-8231 or visit them at http://web.jjay.cuny.edu/~esl/. Both centers also regularly have workshops that cover a wide range of topics, so be sure to check out their websites for updates if you need any help. And of course, I am always available during office hours, by appointment, and through email. IRB Training: CITI Instructions: If you have not already done so, please complete the online training in Human Subjects Research (HSR) available at www.citiprogram.org . First time CITI users: 1. Go to www.citiprogram.org

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http://web.jjay.cuny.edu/~writing/homepage.htm

http://web.jjay.cuny.edu/~esl/

https://mail.jjay.cuny.edu/owa/redir.aspx?C=049CME7hO4oAOT_btb90eLGErvK7NKSoJyFxtFgU8cwaU4ohfmXUCA..&URL=http%3a%2f%2fwww.citiprogram.org


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2. Create an account / Register 3. Select your Organization Affiliation – search for City University of New York (CUNY); Continue to Step 2 4. Enter the requested Personal Information, then continue through the next few steps (for John Jay, a ‘banner’ number is not necessary) 5. When you get to Step 7, select Take the Human Subjects Basic Course 6. Then, select HSR for Undergraduate Students and proceed through the prompts to complete the course. New affiliates: 1. Go to www.citiprogram.org and log in. 2. Go to “Click here to affiliate with another institution” 3. Select your Organization Affiliation – search for City University of New York (CUNY) 4. Follow the steps to select Human Subjects Basic Course for Undergraduate Students, and complete any additional modules required. Additional information on training requirements is available here: http://www.cuny.edu/research/compliance/training-education/citi-training.html Statement of College Policy on Plagiarism: Plagiarism is the presentation of someone else‘s ideas, words, or artistic, scientific, or technical work as one‘s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. It is the student‘s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited. Students who are unsure how and when to provide documentation are advised to consult with their instructors. The Library has free guides designed to help students with problems of documentation. Statement Regarding Students with Disabilities: The Office of Services for Students with Disabilities (at 237-8122) provides support services and counseling for students who are physically challenged, have learning disabilities, and/or have medical conditions which affect their performance in the classroom setting. If you are in need of special assistance, please contact that office (and then me) no later than the second week. of class. COURSE SCHEDULE * next to a date indicates an assignment is due on that date. You are responsible for all required readings listed below each date, on that date. Week 1: Introductions, Review syllabus, Online Library Resources; Ethics in Research Discuss the art of research; evaluation of sources; and ethics in research and writing

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https://mail.jjay.cuny.edu/owa/redir.aspx?C=bCoX6KkaxX7MvaqQNBAQS1GwiuyZftlvxdp5SCXkBDcaU4ohfmXUCA..&URL=http%3a%2f%2fwww.cuny.edu%2fresearch%2fcompliance%2ftraining-education%2fciti-training.html

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Readings: • ASR Chapter 1 “Research in the Human Services” pp, 1-18 and Chapter 2 “The Logic of

Social Research” pp. 19-47. • Ruane, Janet M. 2005. Essentials of Research Methods: A Guide to Social Science

Research. Malden, MA: Blackwell Publishing: Chapter 1 “When Should We Trust What We Know?” pp. 1-15.[Blackboard]

• ASR Chapter 3 “Ethical Issues in Social Research” pp. 49-74. • Optional: RMAS Chapter 3 “Ethics in Research” pp. 80-93.[Blackboard]

*In class compare Wikipedia and Encyclopedia information Week 2: Writing and Identifying Research Questions Readings:

• ASR Chapter 4 “Issues in Problem Formulation” pp. 76-100 • RMAS Chapter 5 “Topic and Questions” pp. 106-109. [Blackboard] • “The Research Question” handout [Blackboard] • AR Foreword pp. xi-xv. • Optional: CR Part 1 “Research, Researchers and Readers” pp. 3-27. Chapter 5 “From

Problems to Sources” pp. 68-83. [Blackboard]

*Research Question assignment & Homework Week 3: Paradigms of Inquiry Readings:

• CI “Introduction” pp. 1-4; Chapter 1 “The Craft of Inquiry” pp. 11-20; Chapter 8 “Dialectical Explanations” pp. 121-134. [Blackboard]

• AR Foreword pp. xi-xv; and Chapter 1 “Research in Professional and Public Life” pp. 1-15.

• RMAS Chapter 2 “Methodology in Africana Studies Research” pp. 30-79. [Blackboard]

*Students post research question on Blackboard and each student respond to 2 others.

Week 4: Participatory Action Research Readings:

• Participatory Action Research Definitions [Blackboard] https://nature.berkeley.edu/community_forestry/Fellowships/parinfo/PAR%20Definitions.pdf

• AR Preface pp. xvii-xxii; Chapter 2 “Principles of Community-Based Action Research pp. 17-42; Chapter 9 “Understanding Action Research” pp. 187-215; Chapter 3 “Setting the Stage” pp. 43-63; Chapter 4 “Look: Building the Picture” pp. 65-88; Chapter 7 “Act: Resolving Complex Problems” pp. 135-164. [Students will divide up the chapters to present to the class.]

• Bergold, Jarg and Stefan Thomas. 2012. “Participatory Research Methods: A Methodological Approach in Motion.” Forum: Qualitative Social Research vol. 13, No.1 (January): 1-23 (article 30). [Blackboard]

• ASR Chapter 9 “Field Research and Qualitative Methods” pp. 219-254.

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https://nature.berkeley.edu/community_forestry/Fellowships/parinfo/PAR%20Definitions.pdf

https://nature.berkeley.edu/community_forestry/Fellowships/parinfo/PAR%20Definitions.pdf

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Week 5: Designing the Research Project and IRB Process Guest Speaker - John Jay Human Research Protection Program Coordinator Readings:

• AR Chapter 5 “Think: Interpreting and Analyzing” pp. 89-114; Chapter 6 “Act: Resolving the Problems” pp. 115-134.

• RMHD Chapter 6, “Descriptive Methods,” 75-97; and pp. 153-169, 180-187. [Blackboard]

• CR Chapter 7 “Making Good Arguments” pp. 108-119; Chapter 9 “Assembling Reasons and Evidence” pp. 130-138.[Blackboard]

• Facts about the IRB Process, Human Research Protection Program: http://www.jjay.cuny.edu/academics/1445.php

*Small group discussions Week 6: Project Design, Summaries, Research Outline Readings:

• “Rubric for Critical Summaries” handout [blackboard] • “How to Write a Research Outline” handout [Blackboard] • ASR Chapter 5 “The Process of Measurement” pp. 102-129 • CR Chapter 10 “Acknowledgements and Responses” pp. 139-151; Chapter 12 “Planning”

pp. 177-186; Chapter 13 “Drafting your Report” pp. 187-200.[Blackboard] • Optional: RMHD pp. 171-178; Appendix A, pp. 287-311.[Blackboard]

*Participatory Action Research Paper due *In-class, discuss your Participatory Action Research Paper and a field experience Week 7: Writing and Editing – Introductions, Literature Review Readings:

• “Editing Guidelines” handout [Blackboard] • “The Role of Introductions” handout [Blackboard] • “How to Write a Literature Review” materials [blackboard] • Review “How to Write a Research Outline” handout [Blackboard] • ASR Chapter 17 “Writing for Research: Grant Proposals and Report Writing” pp. 453-

475. • AR Chapter 8 “Formal Reports, Theses and Dissertations,” pp. 165-185. • Optional: RMAS Chapter 5 topic and questions pp. 106-109. [Blackboard] • Optional: RMHD Appendix A.

* In class discuss some of your sources, draft a critical summary of one Week 8: Brief Overview of Dependent and Independent Variables, and Quantitative Analysis Readings:

• ASR Chapter 8 “Analysis of Available Data” pp. 195-218.

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• Babbie, Earl. 2017. The Basics of Social Research (7th Ed.). Boston: Cengage Learning. pp. 15-18. [Blackboard]

• RMAS Chapter 1 “Africana Studies and the Science of Knowing” pp. 1 – 29; Chapter 6 “Measuring Social Reality” pp. 125-142.[Blackboard]

• RMHD Chapter 4 “Studying Relationships between Variables,” pp. 46-59.[Blackboard]

*Annotated Bibliography due: Write an annotated bibliography based on your library research. Find and discuss 12 sources that relate to your research question (approximately 200 words per source; 5 points) *In class write an introduction to your annotated bibliography – peer evaluation

Week 9: Variety of Methods: Qualitative vs. Quantitative research Readings:

• ASR Chapter 7 “Survey Research” pp. 160-194; Chapter 14 “Data Analysis 1: Data Preparation and Presentation” pp. 370-397; Chapter 16 “Analysis of Qualitative Data” pp. 426-452.

• RMAS Chapter 12, “Qualitative Field Research and Data Analysis,” pp. 256-278. • Becker, Howard S. 1996. “The Epistemology of Qualitative Research” In Essays on

Ethnography and Human Development (eds. Richard Jessor, Anne Colby, and Richard Schweder ), pp 53-71. Chicago: University of Chicago Press. http://www.uv.es/~fores/programa/becker_epistemology.html

• Small, Mario Luis. 2009. "'How Many Cases Do I Need?': On Science and the Logic of Case Selection in Field-based Research." Ethnography. 10(1): 5-38.

Week 10: Variety of Methods - Sampling, Interviews, etc. Readings:

• ASR Chapter 6 “Sampling” pp.130-159; Chapter 9 “Field Research and Qualitative Methods” pp. 219-254.

• Ruane, Janet M. 2005. Essentials of Research Methods: A Guide to Social Science Research. Malden, MA: Blackwell Publishing: Chapter 10 “The Interview” pp. 146-163; Chapter 11 “Field Research” pp. 164-174. [Blackboard]

• Schafer, Joseph L. 2013. “Effects of Interviewer Refresher Training … 2011 National Crime Victimization Survey.” Research Report Series (Statistics), October: RRS2013-07. U.S. Census Bureau. http://www.census.gov/srd/papers/pdf/rrs2013-07.pdf

*Literature Review due Week 11: Analyzing and Presenting Data Readings:

• ASR Chapter 12 “Evaluation Research” pp.315-342; Chapter 15 “Data Analysis 2: Descriptive and Inferential Statistics” pp. 398-424.

• CR Chapter 11 “Warrants” pp. 153-169. [Blackboard] • RMHD Chapter 14 “Understanding Research Results,” pp. 228-248; and Chapter 16

“Generalizability,” pp. 272-285.[Blackboard]

*Draft description of your Research Methods due

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http://www.uv.es/~fores/programa/becker_epistemology.html

http://www.marioluissmall.com/s/Small_Ethnography_2009-ve2w.pdf

http://www.marioluissmall.com/s/Small_Ethnography_2009-ve2w.pdf

http://www.census.gov/srd/papers/pdf/rrs2013-07.pdf

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Week 12: Humanities and Interdisciplinary Mixed Methods Research Readings:

• Washington, Mary Helen. 2007. Review of Alice Childress's A Short Walk.(Critical essay). Obsidian: Literature In The African Diaspora, (1), pp. 154- .

• Gordon Nembhard, Jessica. 2004. “Non-Traditional Analyses of Cooperative Economic Impacts: Preliminary Indicators and a Case Study.” Review of International Co-operation Vol. 97, No. 1, pp. 6-21.[Blackboard]

• Perez, Amara H., and Sisters in Action for Power. “Between Radical Theory and Community Praxis: Reflections on Organizing and the Non-Profit Industrial Complex.” In The Revolution will not be Funded, ed. by INCITE! Women of Color Against Violence, pp. 91-100. Cambridge, MA: South End Press. [Blackboard]

*In-class compare humanities research methods to social science research methods.

Week 13: Research Week; Begin Oral Presentations *Mandatory attendance at 2 (two) Research Week events

Readings: • AR Chapter 6 “Act: Resolving the Problems,” pp. 113-134; Chapter 7 “Act: Resolving

Complex Problems,” pp. 135-162.

*Week 14: Oral Presentations continue and Research Paper due Week 15 - **Final Exam Period: Date of our 2-hour final exam – Oral Presentations cont’d and Course Wrap-Up [NOTE THE CHANGE IN TIME for last class period, students must attend and stay the entire period.] Guest Speakers: I have asked several scholars from various disciplines within the social sciences to come to our class and discuss their careers and research interests. They will share their work and experiences with us and you will have the opportunity to ask them about their research, the issues they have faced, and the decisions they have made. I will distribute a short example of each speaker’s work the week prior to their visit. You will be required to read this and come prepared with specific questions to ask the presenters.

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Date Submitted: December 19, 2016 When completed, email the proposal form in one file attachment for UCASC consideration and scheduling to [email protected] . 1. a. Department(s) or program(s) proposing this course: SFEM

b. Name and contact information of proposer(s): Lucia Velotti

Email address: [email protected] Phone number: (302) 345-3677

2. a. Title of the course: Response to Large Scale Disaster and Mass Casualty

incidents

b. Abbreviated title (not more than 20 characters including spaces to appear on student transcripts and in SIMS): RESPONSE LSD MCI

c. Level of this course ____100 Level __ _200 Level __X __300 Level ____400 Level

Please provide a brief rationale for why the course is at the level:

This course is at the 300 level because it expands on students’ general knowledge of emergency management. In particular, the course build up on the knowledge gained trough ESA 1XX, Introduction to Emergency Management. This course introduces students to the differences between emergencies and large scale disasters and further their understanding of complex issues that arise during response.

d. Course prefix to be used (i.e. ENG, SOC, HIS, etc.): ESA

3. Rationale for the course (will be submitted to CUNY in the Chancellor’s Report).

Why should John Jay College offer this course? (Explain briefly, 1-3 paragraphs.) This course provides students with an overview of disaster response with a focus on large scale disasters. In particular, the course provides students with an understanding of the challenges of responding to large scale disasters by addressing issues of coordination and collaboration, warning and evacuating a diverse population and search and rescue operations. In addition, this course is aimed at

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developing critical thinking and creativity that are particularly needed in the context of large scale disasters.

4. Course description as it is to appear in the College Bulletin. (Keep in mind that this

is for a student audience and so should be clear and informative; please write in complete sentences; we suggest not more than 75 words.) This course is an overview of emergency response with a focus on large scale disasters. The course is made up of three main components concerning the role of the public, private and nonprofit sectors in responding to large scale disasters, the management issues generated during response operations, and the role played by improvisation, creativity and innovation in responding to large scale disasters.

5. Course Prerequisites or co-requisites: ENG 201 and ESA 1XX Introduction to

Emergency Management

6. Number of: a. Class hours __3__ b. Lab hours __0__ c. Credits __3__


__X__ No ____ Yes. If yes, then please provide:


8. Learning Outcomes (approximately 3-5 or whatever is required for mapping to the

Gen Ed outcomes). What will the student know or be able to do by the end of the course? How do the outcomes relate to the program’s (major; minor) outcomes?

The student will:

1. Compare and contrast the role of public, private and non profit sector during a disaster. 2. Identify and apply the principles of human behavior to disaster response. 3. Analyze the challenges of disaster response such as issues of communication and

coordination, transportation and logistics, special populations and legal problems. 4. Develop skills of team-work, leadership and creativity


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_____No __X__Yes If yes, Indicate major(s), minor(s), or program(s) and indicate the part, category, etc. (Please be specific) Emergency Services Administration Major

10a. Will this course be part of JJ’s general education program? (remember to fill out the CUNY Common Core Form if part of Required or Flexible Core) No __X__ Yes _____ If yes, please indicate the area:

11 . How will you assess student learning? Student learning will be primarily assessed through experiential learning assignments designed to take into account the revised Bloom Taxonomy, with a particular focus on developing students’ critical thinking and creativity skills. In addition, a VALUE rubric will be used to assess/grade student performance in order to determine if students are meeting learning expectations at key points in the existing curriculum. Below there is a list of learning objectives for this course and a table which links the assignments to the learning objectives and the Bloom Taxonomy.

Assignments Learning objective

Observations Students will be required to spend sometimes observing what is going on in their immediate community or in other communities by surfing the web, observing a specific place and people behavior at different time of the day and reporting back to our our class. Each time they will do an observation, students will have to submit a 2-page report covering their field trip and observations.

1,2,3,4

1. Compare and contrast the role of public, private and non profit sector during a disaster.

2. Identify and apply the principles of human behavior to disaster response. 3. Analyze the challenges of disaster response such as issues of communication and


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Interviews The field research experience is designed for students to get additional insights on human and organizational behavior during disaster response. Students might be required to meet citizens, politicians, representatives of nonprofit organizations and emergency managers.

2,3,4

Final Project

Students need to develop a training guide to support emergency managers in their work. See syllabus for more details on the assignment.

.

1,2,3,4

Presentation

Students will present their final group project to the entire class and will receive feedback from me and from their classmates in order to improve their final group project before submitting it.

2,3


Yes__X__ No___

• If yes, please state the librarian’s name Dr. Jeffrey Kroessler • Are there adequate resources in the library to support students’ work in the

course Yes___X____ No________

• Will your students be expected to use any of the following library resources? Check all that apply.

The library catalog,

CUNY+__X__ EBSCOhost Academic Search

Complete __X__ Electronic encyclopedia

collections (e.g. from Gale; Sage; Oxford Uni Press) __X__

LexisNexis Universe ____ Criminal Justice Abstracts ____ PsycINFO ____ Sociological Abstracts ____ JSTOR __X__ SCOPUS ____ Other (please name)

___________________________

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13. Syllabus--attached 14. Date of Department curriculum committee approval December 19, 2016 15. Faculty - Who will be assigned to teach this course? Lucia Velotti and other faculty 16. Is this proposed course similar to or related to any course, major, or program

offered by any other department(s)? How does this course differ?

_ X_ No ____Yes. If yes, what course(s), major(s), or program(s) is this course similar or related to? With whom did you meet? Provide a brief description.

17. Did you consult with department(s) or program(s) offering similar or related courses or majors?

_ X_ Not applicable ____No ____Yes. If yes, give a short summary of the consultation process and results.

18. Will any course be withdrawn, if this course is approved? _X_No ___Yes. If yes, number and name of course(s) to be withdrawn. 19. Approvals: Charles Nemeth, Chair, Department of Security, Fire, and Emergency Management

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524 W 59th St, New York, NY 10019 Department of Security, Fire and Emergency Management

ESA 3XX (360)

Response to Large Scale Disasters and Mass Casualty Incidents

Course description This course is an overview of emergency response with a focus on large scale disasters. The course is made up of three main components concerning the role of the public, private and nonprofit sectors in responding to large scale disasters, the management issues generated during response operations, and the role played by improvisation, creativity and innovation in responding to large scale disasters.

Learning outcomes Students will:

1. Compare and contrast the role of public, private and non profit sector during a disaster. 2. Identify and apply victims and first responders’ human behavior in disaster response. 3. Analyze the challenges of disaster response such as issues of communication and


Course pre-requisites ENG 201 and ESA 1XX Introduction to Emergency Management

Course Policies and Procedures

Professor: Lucia Velotti

Office location: Haren Hall 43033 Email address: [email protected] Phone: 302-345-3677 Contact hours: by appointment (online and face to face)

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Submitting Work – All work in this course must be submitted inside the course in Blackboard. I will not accept work via email. All work is expected to be submitted on time. Late work will not be accepted except under extraordinary circumstances and only with my advanced permission. Announcement and email communication – You need to check the course announcements and your John Jay email on a daily basis. I will periodically post time sensitive announcements and send email messages related to the course. Course Calendar – For an outline of the course requirements see the course calendar located at the end of the syllabus. This is subject to change. Any changes will be announced in advance. Questions – I encourage students to contact me by email or phone to ask questions. My contact information is located at the beginning of the syllabus. Discussion Boards – You are expected to actively engage in intellectually reasoned discussions on topics posted each week. This includes reading all the posts submitted on a discussion board. This is part of your participation grade. Emotion-based arguments are not acceptable for topics related to professional emergency management. While you may disagree with your fellow students, and discuss your disagreement but do not be argumentative or abusive. In other words, be courteous. The ability to state one’s position in a civil manner is an important, professional skill.

Citation and format style – The citation style that you have to use for all your work is APA. If you are not familiar with this style, you can look at https://owl.english.purdue.edu/owl/resource/664/01/

Required Reading McEntire, D. A. (2014). Disaster response and recovery: strategies and tactics for resilience. John Wiley & Sons. TXT in course calendar. The following readings will be available on Blackboard: Altay, N., & Labonte, M. (2014). Challenges in humanitarian information management and exchange: evidence

from Haiti. Disasters, 38(s1), S50-S72. Engel, K., Frerks, G., Velotti, L., Warner, J., & Weijs, B. (2014). Flood disaster subcultures in The Netherlands:

the parishes of Borgharen and Itteren. Natural hazards, 73(2), 859-882. Holguín-Veras, J., Jaller, M., Van Wassenhove, L. N., Pérez, N., & Wachtendorf, T. (2012). Material convergence:

Important and understudied disaster phenomenon. Natural Hazards Review, 15(1), 1-12. Hughes, A. L., Palen, L., Sutton, J., Liu, S. B., & Vieweg, S. (2008, May). Site-seeing in disaster: An examination of

on-line social convergence. In Proceedings of the 5th International ISCRAM Conference. Washington, DC.

Husted, T., & Nickerson, D. (2014). Political economy of presidential disaster declarations and federal disaster assistance. Public Finance Review, 42(1), 35-57.

Kapucu, N., Arslan, T., & Collins, M. L. (2010). Examining intergovernmental and interorganizational response to catastrophic disasters: Toward a network-centered approach. Administration & Society.

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Kendra, J., & Wachtendorf, T. (2003). Creativity in emergency response to the World Trade Center disaster. Beyond September 11th: An account of post-disaster research, 121-146.

Kim, K. and J. Davidson. Unmanned Aircraft Systems Used for Disaster Management. In Transportation Research Record: Journal of the Transportation Research Board, No. 2532, Transportation Research Board of the National Academies, Washington, D.C., 2003, pp. 83-90

Morgan, O. W., Sribanditmongkol, P., Perera, C., Sulasmi, Y., Van Alphen, D., & Sondorp, E. (2006). Mass fatality management following the South Asian tsunami disaster: case studies in Thailand, Indonesia, and Sri Lanka. PLoS Med, 3(6), e195.

Phillips, B., Neal, D., Wikle, T., Subanthore, A., & Hyrapiet, S. (2008). Mass fatality management after the Indian Ocean tsunami. Disaster Prevention and Management: An International Journal, 17(5), 681-697.

Sylves, R. T., & Comfort, L. K. (2012). The Exxon Valdez and BP Deepwater Horizon oil spills: Reducing risk in socio-technical systems. American Behavioral Scientist, 56(1), 76-103.

Tierney, K., Bevc, C., & Kuligowski, E. (2006). Metaphors matter: Disaster myths, media frames, and their consequences in Hurricane Katrina. The annals of the American academy of political and social science, 604(1), 57-81.

Yun, N. Y., & Hamada, M. (2015). Evacuation behavior and fatality rate during the 2011 Tohoku-Oki earthquake and tsunami. Earthquake Spectra, 31(3), 1237-1265.

Assignments and evaluation In this course you will need to work both individually and in teams. Collaboration is essential in disaster management, so I encourage student interaction and group work in this class. The "free rider" attitude is not accepted. When working in groups, you and your classmates will assess each other’s contributions. If the majority of your group members consider you a poor contributor, then you will lose points for that assignment. The Final Project and presentation are group activities.

Participation - 10% In class discussions are the most important part of a class. Through discussions we get to know each other better, exchange knowledge and perspectives (see the image) and create new knowledge. New perspectives are welcome and encouraged provided they are supported by intellectual arguments. Everybody has different perspectives on certain topics. In this class we value these perspectives as they will enhance our learning and critical thinking.

Assignments (4 @ 10% each) 40% Assignments includes two observations and two interviews: Observations (2 @ 10% each) 20%

Observations are a way for students to apply the knowledge acquired in class to disastrous events in their immediate community or in other communities by surfing the web, observing a specific place and people behavior at different time of the day and reporting back to our class. Each time you will do one of these activities, you will have to submit a 4-page report covering your field trip and observations. You can integrate your findings or observation in your final group project!!!

Observation 1 After having completed your readings, surf the internet and choose a recent disaster, it can be

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natural disaster, man- made disaster or an act of terrorism. • Write a short description of the event. • Discuss the use of disaster myths and their predictable implications in responding to

the event. • Submit it through assignment, no longer than 4 pages.

Observation 2 After having completed your readings, surf the internet and choose a recent disaster, it can be natural disaster, man- made disaster or an act of terrorism.

• Write a short description of the event. • Discuss the issues of material and volunteer convergence on response. • Submit it through assignment, no longer than 4 pages.

Interviews (2 @ 10%) 20%

Students will directly contribute to their learning experience. The field research experience is designed for students to get additional insights on human and organizational behavior during the disaster response. Interview 1 After having completed your readings, write three questions aimed at covering the behavior of people during a mandatory evacuation, find 3 people of different ages, 1 for each of the following ranges, (30-40), (41-50), (51-60), (65 and older). Compare and contrast their behavior, did they behave in the same way? What were, if any, their challenges in evacuating? Interview 2 After having completed your readings, write three questions aimed at understanding the role played by improvisation for first responders or emergency managers during disasters. Compare and contrast their answers, how do they define improvisation? Do they get any training on how to improvise? Final Group Project- 30% Prepare a training guide on how to prepare to respond to large scale disaster.

• Briefly describe what is a large scale disaster. • Discuss what a disaster myth is and how disaster myths can impact response and provide

suggestions on how to overcome disaster myths through training. • Focus on at least two other challenges of disaster response and propose at least four ways

through which these challenges can be overcome through training. Your target audience is made up of emergency managers.

• The training guide should not be longer than 10 pages. Presentation - 20% You will present about your final group project to the entire class. At the end of your presentation you will receive feedback from me and from your classmates, use those feedbacks to improve your project before submitting it!

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Extra Work During the Semester No extra credit will be awarded

Summary of grades

Grade values

Grade explanation Value equivalents Numerical Percentage A Excellent 93 – 100 4.0 A- 90.0 – 92.9 3.7 B+ 87.1 – 89.9 3.3 B Good 83.0 – 87.0 3.0 B- 80.0 – 82.9 2.7 C+ 77.1 – 79.9 2.3 C Satisfactory 73.0 – 77.0 2.0 C- 70.0 – 72.9 1.7 D+ 67.1- 69.9 1.3 D Passing 63.0 -67.0 1.0 D- 60.0-62.9 0.7 F Failure/Unsuccessful Below 60.0 0.00 INC -- --

Type of assignment

Percentage of your final grade

Participation Individual 10% Assignments 4 @10% each Individual 40% Presentation Group 20% Final Group Project Group 30% Total 100%

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Course calendar

Week Topic Assignment

Introduction

1

Introduction (s)

Discussion of types of hazards

• Technological hazards • Civil Conflict hazards • Natural hazards

Differences between emergency, disaster and catastrophe

Readings:

TXT chap. 1 -43

The Public, Private and Non Profit sector role in large scale disaster

2

Public, private and nonprofit sector involvement in disaster response operations

• Overview of public, private and nonprofit sector role in disaster response

• Intergovernmental and inter organizational response to large scale disaster

• Comparison between the Exxon Valdez and BP Deepwater Horizon oil spills response

Readings

TXT chap. 2 pp. 45-77

Sylves et al. (2012). The Exxon Valdez and BP Deepwater Horizon oil spills Kapucu et al., (2010). Examining intergovernmental and inter organizational response to catastrophic disasters

3 Stafford Act and Disaster declarations:

• Difficult associated with the disaster declaration process

• Factors determining declarations

Readings

TXT chap. 8 pp. 204-235

Husted & Nickerson (2014). Political economy of presidential disaster declarations and federal disaster assistance.

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4

Actual human behavior and disaster myths

• Disaster myths: panic flight, looting, first responders’ role abandonment

• The importance of understanding disaster victims’ behavior correctly

• Consequences of disaster myths in Hurricane Katrina

• Disaster subculture

Readings

TXT chap. 3 pp. 79-96

Tierney et al. (2006). Metaphors matter: Disaster myths, media frames, and their consequences in Hurricane Katrina. Engel, K., Frerks, G., Velotti, L., Warner, J., & Weijs, B. (2014). Flood disaster subcultures in The Netherlands: the parishes of Borgharen and Itteren. Observation 1 is due at 11:59 pm on Blackboard

Managing the response to large scale disasters

Disaster response management approaches:

• The traditional model • The Professional model

Readings

TXT chap 4 pp. 104-127

6

Initial response measures:

• Hazard detection • Issuing warnings • Evacuation • Sheltering

Readings

TXT chap. 5 pp. 127-162 Litman, T. (2006). Lessons from Katrina and Rita: What major disasters can teach transportation planners.

7

The challenges of evacuation • Political problems • Legal concerns • Dealing with vulnerable

populations (elderly, carless, tourists, prisoners)

Litman, T. (2006). Lessons from Katrina and Rita: What major disasters can teach transportation planners. Yun, N. Y., & Hamada, M. (2015). Evacuation behavior and fatality rate during the 2011 Tohoku-Oki earthquake. tsunami. Interview 1 is due at 11:59 pm

8

Search and rescue and mass fatality management

• Search and rescue operations • Mass fatality management: the case

of the Indian Ocean Tsunami

Readings

TXT chap. 6 pp. 163-204 Phillips et al., (2008). Mass fatality management after the Indian Ocean tsunami.

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Disaster convergence • Dealing with donations: material

convergence • Volunteer management • On-line social convergence

Readings

TXT chap 7 Hughes et al., (2008, May). Site-seeing in disaster: An examination of on-line social convergence

Holguín-Veras et al., (2012). Material convergence: Important and understudied disaster phenomenon. Observation 2 is due at 11:59 pm on Blackboard

9

Information management • Communication and coordination • Decision Making • The case of the 2010 Haiti

earthquake

Readings

TXT chap. 10 pp. 307-348

Altay, N., & Labonte, M. (2014). Challenges in humanitarian information management and exchange: evidence from Haiti.

Creativity, improvisation and innovation in large-scale disaster

11

Creativity and improvisation in disaster

• Planning versus improvisation • The evacuation of lower Manhattan

during 9/11

Readings

BB reading “Planning and Improvisation” Kendra & Wachtendorf, (2003). Creativity in emergency response to the World Trade Center disaster. Interview 2 is due at 11:59 pm on Blackboard

12 Innovations in disaster response

• Use of drones for disaster relief and search and rescue

Readings Kim, K. and J. Davidson. Unmanned Aircraft Systems Used for Disaster Management.

Conclusive remarks

13 Student presentations Work on your final project

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14 Student presentations Work on your final project

15 Course wrap-up Finals

Final project is due at 11:59 pm

Withdrawals and Incompletes

The Department of Security, Fire and Emergency Management has a strict policy regarding incompletes. The grade of "Incomplete" will only be available in extreme circumstances such as serious medical emergencies. Students may withdraw from the course up until the date set by the Registrar. Students who withdraw will receive a grade of “W” and will have to pay for the course again when they retake it.

Appeal procedure

If, after an exam or assignment is graded, you believe that additional credit is deserved, you may submit a written appeal for up to one week after the assignment is graded. Your appeal should be a typewritten page or less explaining specifically: which items deserve more credit and why. Please note: your argument must be based on the answer actually turned in. Please do not give a new answer and expect more credit. Also, the argument “I meant to say...” doesn’t work.

College wide policies College wide policies for undergraduate courses (see the Undergraduate Bulletin, Chapter IV Academic Standards) available at http://johnjay.jjay.cuny.edu/bulletins/undergraduatebulletin20132014.pdf Americans with Disabilities Act (ADA) Policies “Qualified students with disabilities will be provided reasonable academic accommodations if determined eligible by the Office of Accessibility Services (OAS). Prior to granting disability accommodations in this course, the instructor must receive written verification of a student’s eligibility from the OAS which is located at L66 in the new building (212-237-8031). It is the student’s responsibility to initiate contact with the office and to follow the established procedures for having the accommodation notice sent to the instructor.”

Source: Reasonable Accommodations: A Faculty Guide to Teaching College Students with Disabilities, 4th ed., City University of New York, p.3.

(http://www.jjay.cuny.edu/studentlife/Reasonable_Accommodations.pdf)

Statement of the College Policy on Plagiarism

Plagiarism is the presentation of someone else ‘s ideas, words, or artistic, scientific, or technical work as one ‘s own creation. Using the ideas or work of another is

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permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source.

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

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

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

Useful information Library Resources

The Lloyd Sealy Library provides online access to many research databases for locating journal articles, government documents, material from research institutes, and books. You may access the online library resources at http://www.lib.jjay.cuny.edu/ . You will need to research topics in this course for discussion boards, exams case studies, and the term paper, so it is important that you learn how to access the library resources online. The Lloyd Sealy Library has prepared an online resource for students who are conducting research in the field of emergency management. It may be accessed at

https://www.lib.jjay.cuny.edu/databases/emergency-management

Blackboard Support

If you need assistance you may contact the Blackboard Student Support Help Desk (212) 237- 8200 or by email at [email protected] . Blackboard tutorials for students are available at http://doitapps.jjay.cuny.edu/blackboard/students/index.php

References Altay, N., & Labonte, M. (2014). Challenges in humanitarian information management and

exchange: evidence from Haiti. Disasters, 38(s1), S50-S72. Holguín-Veras, J., Jaller, M., Van Wassenhove, L. N., Pérez, N., & Wachtendorf, T. (2012).

Material convergence: Important and understudied disaster phenomenon. Natural Hazards Review, 15(1), 1-12.

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https://mail.jjay.cuny.edu/owa/redir.aspx?C=XzVECgF1SsHfa-CeVKCAOfVQEQyzZjhXfcs8Du_DXlHUtctMN4DUCA..&URL=https%3a%2f%2fwww.lib.jjay.cuny.edu%2fdatabases%2femergency-management


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Hughes, A. L., Palen, L., Sutton, J., Liu, S. B., & Vieweg, S. (2008, May). Site-seeing in disaster: An examination of on-line social convergence. In Proceedings of the 5th International ISCRAM Conference. Washington, DC.

Husted, T., & Nickerson, D. (2014). Political economy of presidential disaster declarations and federal disaster assistance. Public Finance Review, 42(1), 35-57.

Kapucu, N., Arslan, T., & Collins, M. L. (2010). Examining intergovernmental and interorganizational response to catastrophic disasters: Toward a network-centered approach. Administration & Society.

Kendra, J., & Wachtendorf, T. (2003). Creativity in emergency response to the World Trade Center disaster. Beyond September 11th: An account of post-disaster research, 121-146.

Morgan, O. W., Sribanditmongkol, P., Perera, C., Sulasmi, Y., Van Alphen, D., & Sondorp, E. (2006). Mass fatality management following the South Asian tsunami disaster: case studies in Thailand, Indonesia, and Sri Lanka. PLoS Med, 3(6), e195.

Phillips, B., Neal, D., Wikle, T., Subanthore, A., & Hyrapiet, S. (2008). Mass fatality management after the Indian Ocean tsunami. Disaster Prevention and Management: An International Journal, 17(5), 681-697.

Sylves, R. T., & Comfort, L. K. (2012). The Exxon Valdez and BP Deepwater Horizon oil spills: Reducing risk in socio-technical systems. American Behavioral Scientist, 56(1), 76-103.

Tierney, K., Bevc, C., & Kuligowski, E. (2006). Metaphors matter: Disaster myths, media frames, and their consequences in Hurricane Katrina. The annals of the American academy of political and social science, 604(1), 57-81.

Yun, N. Y., & Hamada, M. (2015). Evacuation behavior and fatality rate during the 2011 Tohoku-Oki earthquake and tsunami. Earthquake Spectra, 31(3), 1237-1265.

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Approved by UCASC, May 19, to College Council, Sept 12, 2017




Date Submitted___5/9/17______ When completed, email the proposal form in one file attachment for UCASC consideration and scheduling to [email protected] . 1. a. Department(s) or program(s) proposing this course: Law, Police Science, and Criminal Justice

Administration b. Name and contact information of proposer(s): Peter Tam

Email address: [email protected] Phone number: (929) 287-4067

2. a. Title of the course: Chinese Americans in Policing

b. Abbreviated title (not more than 30 characters including spaces to appear on student transcripts and in CF): Chinese Americans in Policing

c. Level of this course ____100 Level __ _200 Level __X__300 Level ____400 Level

Please provide a brief rationale for why the course is at the level:

This course focuses on historical and contemporary readings in relation to Chinese Americans in the police force, including materials on cultural context, major developments, recent challenges as well as theoretical explanations and scientific methods in publications that are suitable for a 300-level course. d. Course prefix to be used (i.e. ENG, SOC, HIS, etc.): PSC

3. Rationale for the course (will be submitted to CUNY in the Chancellor’s Report). Why

should John Jay College offer this course? (Explain briefly, 1-3 paragraphs.) Chinese Americans are the fastest growing minority population in the United States reflected partly in a noticeable increase in Asian American personnel in the NYPD and other large city law enforcement agencies. But Asian American officers have received very little attention in college curriculum. NYPD currently employs 2,600 Asian American police officers, a 600 percent increase since 1996, when there were only 422 Asian American officers. As a leading institution in police research, John Jay College and its

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students should have a good understanding of the important development and advancement of Asian American officers in the country. The proposed course will help students to obtain greater insight into the cultural and social factors that influence Chinese Americans’ intention to seek employment in law enforcement. At the current moment, there is an emphasis to expand Asian American studies in CUNY. Borough of Manhattan Community College (BMCC) has recently received a National Endowment for the Humanities (NEH) award of $100,000 to fund a year-long project to expand the teaching of Asian American studies in CUNY community colleges. With a diverse student body (39% Hispanic, 28% White, 21% Black, and 12% Asian) at John Jay College, developing a Chinese American course would undoubtedly broaden students’ knowledge and perspectives in relation to this new breed of law enforcement officers.

4. Course description as it is to appear in the College Bulletin. (Keep in mind that this is for a student audience and so should be clear and informative; please write in complete sentences; we suggest not more than 75 words.) Chinese American police officers represent one of the fast growing groups in major U.S. police departments. This course introduces the historical developments and contemporary challenges of Chinese Americans in policing with a focus on how cultural and social traditions impact officers’ occupational attitudes and behaviors. Specific topics include motivations to become police officers, socialization cultural identification experiences, perceptions of work priorities and groups and interactions with community residents.

5. Course Prerequisites or co-requisites: ENG 201, CJBS 250 or PSC 255, CJBS 101 or CRJ 101 or PSC 101 or ICJ 101

6. Number of: a. Class hours __3__ b. Lab hours __0__ c. Credits __3__


__X__ No ____ Yes. If yes, then please provide:



Ed outcomes). What will the student know or be able to do by the end of the course? How do the outcomes relate to the program’s (major; minor) outcomes?

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Students are able to: • Identify how assimilation and acculturation impact Chinese Americans into a career in

policing; • Explain Chinese American police officers’ motivations in choosing a police career in the

NYPD; • Explain and discuss the importance of diversity within police departments and how

Chinese American communities perceive the police in the United States as providers of public safety;

• Organize and communicate information clearly to peers by means of class discussions, oral presentation, and written assignments;

• Articulate how police departments achieve minority personnel goals through affirmative actions and litigations and understand how to effectuate change within U.S. police departments.


_____No __X__Yes If yes, Indicate major(s), minor(s), or program(s) and indicate the part, category, etc. (Please be specific) Criminal Justice (Institutional Theory and Practice) (BS)

Part 3 – Distribution Area Category A. Police

Police Studies (BS) Part 4 – Concentrations

Concentration A. Policing Administration, Management and Operations

10a. Will this course be part of JJ’s general education program? No __X__ Yes _____ If yes, please indicate the area:

11 . How will you assess student learning?

I will assess student learning through writing assignments, class discussions, oral presentations, and examinations. In addition, I will adopt the assessment rubrics and meet additional learning outcomes.


Yes__X__ No___

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• If yes, please state the librarian’s name Maureen Richards • Are there adequate resources in the library to support students’ work in the course

Yes___X____ No________

• Will your students be expected to use any of the following library resources? Check all that apply.

The library catalog, CUNY+__X__ EBSCOhost Academic Search

Complete __X__ Electronic encyclopedia

collections (e.g. from Gale; Sage; Oxford Uni Press) __X__

LexisNexis Universe ____ Criminal Justice Abstracts ____


___________________________

13. Syllabus--attached 14. Date of Department curriculum committee approval: March 2017

15. Faculty - Who will be assigned to teach this course? Peter Tam and Peter Moskos 16. Is this proposed course similar to or related to any course, major, or program offered by

any other department(s)? How does this course differ?

_ X_ No ____Yes. If yes, what course(s), major(s), or program(s) is this course similar or related to? With whom did you meet? Provide a brief description.

17. Did you consult with department(s) or program(s) offering similar or related courses or

majors? _ X_ Not applicable ____No ____Yes. If yes, give a short summary of the consultation process and results.

18. Will any course be withdrawn, if this course is approved? _X_No ___Yes. If yes, number and name of course(s) to be withdrawn. 19. Approvals: Rick Curtis, Interim Chair, Law and Police Science

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524 West 59th Street, New York, NY 10019

PSC 3XX – Chinese Americans in Policing Professor: Peter Tam, M.A./M.S. Office Location: 422-21T Office Hours: Mon./Wed., 10:00 AM-12:00 PM - By appointment Office Phone #: (212) 237-2296 Alt. Phone #: (646) 557-2296 Email: [email protected] Course Description Chinese American police officers represent one of the fast growing groups in major U.S. police departments. This course introduces the historical developments and contemporary challenges of Chinese Americans in policing with a focus on how cultural and social traditions impact officers’ occupational attitudes and behaviors. Specific topics include motivations to become police officers, socialization cultural identification experiences, perceptions of work priorities and groups and interactions with community residents. Learning Objectives – At the end of this course, you are expected to:

1. Identify how assimilation and acculturation impact Chinese Americans into a career in policing

2. Explain Chinese American police officers’ motivations in choosing a police career in the NYPD

3. Explain and discuss the importance of diversity within police departments and how Asian American communities perceive the police in the United States as providers of public safety

4. Organize and communicate information clearly to peers by means of class discussions, oral presentation, and written assignments

5. Articulate how police departments achieve minority personnel goals through affirmative actions and litigations and understand how to effectuate change within U.S. police departments

Course Prerequisites – ENG 201; CJBS 101 or CRJ 101 or PSC 101 or ICJ 101; and CJBS 250 or PSC 255. E-RESERVE There will be no required textbook but all required readings will be posted on E-Reserve. Follow the course outline and access readings on E-Reserve. You will receive a list with full citations and instructions for E-Reserve. Each week’s articles will give you a sense of related topics in relation to Chinese Americans in policing.

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Course Requirements and Policies Only students who are properly registered for the course may attend. An attendance roster is kept, and students are expected to attend all sessions on time and as scheduled. Unexcused absences beyond five (5) may result in a failing grade. The decision to excuse an absence or lateness will be at the professor’s sole discretion. An excuse absence is typically accompanied by proper documentation (e.g., a doctor’s note) and must be provided in a timely fashion for the absence to be counted as excused.

Class participation, which is part of the grade, is based on the students’ ability to discuss the assigned readings during class. This class will involve discussion of the subject manner and it is vital that each student exhibit an understanding of the concepts and topics. We will strive for discussions that are informed, constructive, critical and civil. Regular attendance, promptness, evidence that you are prepared, good grades on your assignments and participation in classroom discussion will impact positively on your final grade. Note that 20% of your final grade is based on in-class activities. There are no make-up opportunities for these activities.

Academic & Classroom Misconduct: Students are expected to conduct themselves appropriately at all times. Academic and classroom misconduct will not be tolerated. Students should read the "Code of Student Conduct" in the Student Handbook for an understanding of what will be expected of them within the academic setting. Any speech intended to degrade, intimidate, or incite violence or prejudicial action against someone based on race, ethnicity, national origin, religion, sexual orientation, or disability is strictly prohibited and will not be tolerated in this class. All electronic devices (e.g., cell phones, Blackberries and other electronic messaging or communication devices) should be on silence mode prior to entering the classroom. Making phone calls, texting, emailing, checking messages, browsing the internet or otherwise using other messaging or communication devices unrelated to the topic of the day is prohibited while class is in session. Students who wish to meet and talk about course related issues are asked to make an appointment. Students should feel free to contact me via email. I check my email on a daily basis and this is the best way to reach me. Students are asked to send email from a John Jay email account (the College's spam blocker may reject an "unusual" email address). Please include "PSC 3XX" in the subject heading. If you do not hear from me, assume that I have not received your email. In order to reply to as many emails as possible, I tend to keep my responses brief. It is your responsibility to know the functions and how to navigate on Blackboard. You are asked to get an account and be able to access Blackboard within the first week of the classes. If there are any additional readings they will be posted on the Blackboard. You can access Blackboard directly via link: https://bbhosted.cuny.edu or navigate from the College Home Page, under John Jay Students, select Blackboard Online. You will be prompted to login with your CUNY portal login. To access Blackboard, you must have a CUNY portal account. To apply for an account, you must navigate to the CUNY Portal Page and click the Login link at bottom of left navigation bar,

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then click Register Now! Once you have registered, you will create your own login password. For additional help with Blackboard, see the Login in to Blackboard section. I assume that after the first week, all of you will access the Blackboard routinely. Accommodations: The College is committed to ensuring full access to its programs for all students. If you have special needs, please let me know at the beginning of the semester and I will ensure that you have full access to all materials and programs. This matter will be held in strict confidence. College wide policies for undergraduate courses (see the Undergraduate Bulletin, Chapter IV Academic Standards)

A. Incomplete Grade Policy

B. Extra Work During the Semester

C. Americans with Disabilities Act (ADA) Policies “Qualified students with disabilities will be provided reasonable academic accommodations if determined eligible by the Office of Accessibility Services (OAS). Prior to granting disability accommodations in this course, the instructor must receive written verification of a student’s eligibility from the OAS which is located at L66 in the new building (212-237-8031). It is the student’s responsibility to initiate contact with the office and to follow the established procedures for having the accommodation notice sent to the instructor.”

Source: Reasonable Accommodations: A Faculty Guide to Teaching College Students with Disabilities, 4th ed., City University of New York, p.3. (http://www.jjay.cuny.edu/studentlife/Reasonable_Accommodations.pdf)

Course Format:

• If you have any questions or need consulting during the semester please do not hesitate to contact me, and I will do my best to assist you in any way that I can. Email communication is the best way to reach the Instructor.

• Attendance will be taken ten minutes after the commencement of class. Anyone arriving thereafter shall be marked late. Frequent absences, arriving late for classes, failing to do the assigned readings, doing poorly on assignments and not participating in classroom discussions will result in a low grade or failure. Participation will be graded based upon the ability to argue critically; demonstrating an informed prior reading of assigned materials.

• This is an advance course, proper decorum, in all aspects, including but not limited to a professional demeanor, will be expected and strictly enforced in the classroom. Relationships, particularly those of a romantic nature should be left outside of the classroom setting. Your undivided attention is expected during class. Be respectful when voicing your opinions, and be receptive to other people’s point of view.

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• If you are going to be absent from class, you must email the Instructor. If you fail to attend a class, please email your classmates regarding missed coursework and/or homework assignments. It is highly recommended that you network with fellow classmates to secure missed information (it is further recommended that you form formal/informal study groups to further debate and explore course concepts).

• Emails: will only be used to communicate, not to submit items for grading. The grades for each assignment will be posted on the Blackboard.

• All assignments must be submitted on or before the due date. Late assignments will not be accepted unless there are extenuating circumstances. Homework assignments must be typed in Times New Roman, double spaced utilizing a 12-point font size. Grammatical errors will lower your grade, so proof read your assignments before submission. In-class assignments and examinations are to be neatly and legibly printed.

• Policy for make-up exams: There are no make-up exams unless there are extenuating circumstances. You must meet with me prior to the exam to discuss your pressing situation. If necessary, I will consider an Incomplete (INC) grade status and provide the conditions for make-up of the class material and evaluation on a case by case basis.

• Anyone experiencing technical difficulties should contact the college’s Blackboard technicians immediately. Any reports of technical difficulties will be verified with the Blackboard technicians to determine their validity and if any reports of problems were submitted by a student or professor. These complaints will be thoroughly investigated, and a final determination will be made as to their accuracy and validity.

Current Newsworthy Topics Questions are encouraged during the lecture periods. If you do not understand a concept, please raise your hand and ask me to explain. Students are required to complete all assigned readings and be prepared to discuss the material in class. While we will attempt to maintain the class schedule, a current event that is relevant to the course may pre-empt the class discussion for a particular day. While it is unlikely that for such an event relevant material can be disseminated prior to discussion of such an event, the material discussed in the class will be relevant for exams and summarized on the class’ blackboard site. In-Class Writing Examinations There are two in-class writing exercises that ask you to write an essay based off of assigned readings and class discussions. Dates are on the Course Outline and will follow the semester schedule of classes or Final Exam Schedule, www.jjay.cuny.edu/registrar/. The number of questions will be announced a week before the exam. Come prepared to remain in the classroom for the entire exam period. Students are not permitted to leave the room during an exam except during an emergency. Failure to take an exam at its scheduled time will result in a failing grade unless there are extenuating circumstances. Make-up examination may be rescheduled accordingly.

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Term Paper In addition, a term paper will be due at the end of the semester. The paper will be a qualitative research paper in which you will interview a Chinese American police officer (from the NYPD Asian Jade Society fraternal organization) or Chinese American student (from John Jay College of Criminal Justice) who is considering a policing career and evaluate your findings by including relevant literature. Assignments will be due throughout the semester for discussion and timely feedback: - Students will develop and write research questions in preparation for interviews (Due Week 3) - Annotated bibliography on chosen research interest (Due Week 6) - Write up on findings on interview (Due Week 9) - First draft of research paper (Due Week 12) This term paper will be required and presented on the last day of class. This term paper will be approximately ten (10) pages and the format will be discussed below. The following format will be used for the term paper:

I. Introduction - Introduce the topic II. Literature Review - Present relevant literature

III. Findings from Interview – Relevant information gleaned from research questions IV. Discussion - Must be factually based from your literature review and interview V. Conclusion - What you have concluded based on the facts you have reviewed

VI. References Writing Assignments No assignments will be accepted late without prior consent. It is easy to download research papers from the internet, but that is not only morally dishonest but educationally counterproductive, since you are defeating the purpose of writing and thus cheating yourself as well. All papers must be formatted in the APA citation method. Students will use the American Psychological Association (APA) style for written assignments, as appropriate. APA guidelines can be found on the John Jay College Library website http://www.lib.jjay.cuny.edu/ under “Library publications.” The Writing Center – located in Room 01.68 NB, is a service that provides free tutoring in writing to students of John Jay College. The Center emphasizes formulating a thesis, organizing and developing ideas, documenting American Psychological Association (APA) style, evaluating evidence and revising a paper, and writing specific to the disciplines. If you are given a Referral Form to the Writing Center, you must attend to get further instruction on the specific items addressed on the form. The Center's tutorial staff offers help in all stages of writing: Prewriting – overcoming writing block, generating material, formulating a thesis, doing research

Writing – organizing, paragraphing, supporting one’s points, expressing one’s ideas clearly

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Post-writing – revising, reorganizing, proofreading

Trained tutors work with students on conceptual and sentence level skills, rules of grammar and help them achieve greater eloquence and clarity in their writing.

Students will submit both a hard copy to the professor AND an electronic version to Turnitin.com

Academic Integrity All students are expected to be familiar with the college’s standards on academic integrity, honesty, cheating and plagiarism as found in the John Jay College of Criminal Justice Undergraduate Bulletin. These standards will be strictly observed and enforced in this class. College Policy on Plagiarism Plagiarism is the presentation of someone else‘s ideas, words, or artistic, scientific, or technical work as one‘s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source.

Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. It is the student’s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited.

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

Plagiarism detection software - the College subscribes to Turnitin.com.

Grading Protocol - Individual performance will be measured by the following:

Two (2) In-Class Writing Exams (2 x 25%) = 50% Term Paper 20% Oral Presentation 10% Annotated Bibliography 10% Participation/Attendance/Punctuality 10% Total 100% Grading Scale - The numerical values of the grades are as follows:

A Excellent 4.0 93.0–100.0 A– 3.7 90.0–92.9 B+ 3.3 87.1–89.9 B Good 3.0 83.0–87.0 B– 2.7 80.0–82.9 C+ 2.3 77.1–79.9 C Satisfactory 2.0 73.0–77.0 C– 1.7 70.0–72.9 D+ 1.3 67.1–69.9 D Passing 1.0 63.0–67.0

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D– 0.7 60.0–62.9 F Failure Unsuccessful/0.0 Below 60.0

Course Calendar Please Note: The instructor reserves the right to modify the course format, assignments and other related policies at any time or as circumstances may dictate. Assigned readings should be done prior to class on the date where they appear. The schedule outlined below represents my intended timetable, but adjustments may be made during the semester and additional readings may be assigned (to be announced in class and posted on E-Reserve). Students are responsible for knowing the material in the readings, whether it was discussed in class or not. Your exams will include materials from class lectures and your readings, unless otherwise noted. Please refer to the schedule often and keep up with the assigned readings.

TENTATIVE COURSE OUTLINE

Week 1 Course Introduction/Paper requirements/APA review Week 2 Chinese Exclusion Act of 1882 and Immigration and Nationality Act of 1965 Readings: Daniels, R. (2002). Coming to America (2nd Edition). New York, NY:

HarperCollins Publishers. Week 3 Assimilation and acculturation within the Asian-American community Readings: Kim, B., Ahn, A. J., & Lam, N.A. (2009). Theories and Research on

Acculturation and Enculturation Experiences among Asian American Families. In N.-H. Trinh et al. (Eds.), Handbook of Mental Health and Acculturation in Asian American Families, 210-237. Sollenberger, R. (1968). Chinese-American Child-Rearing Practices and Juvenile Delinquency. The Journal of Social Psychology, 74, 13-23.

Week 4 Coining the term “Model Minority” and Model Minority Myths Readings: Pettersen, W. (1966, January 9). Success Story, Japanese-American Style. New

York Times Magazine. Retrieved from http://inside.sfuhs.org/dept/history/US_History_reader/Chapter14/modelminority.pdf

Rosalind, C. & Feagin (2014). The Myth of the Model Minority: Asian Americans

Facing Racism (2nd Edition). New York: Routledge. Week 5 Stereotypical careers for Asian Americans

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Readings: Xie, Y. & Goyette, K. (2004). A Demographic Portrait of Asian Americans. Population Reference Bureau/Russell Sage Census 2000 Series.

Okubo, Y., Yeh, C., Lin, P., Fujita, K., & Shea, J. (2007). The Career Decision-Making Process of Chinese American Youth. Journal of Counseling & Development, 85, 440-449.

Ma, P. & Yeh, C. (2005). Factors Influencing the Career Decision Status of Chinese American Youths. The Career Development Quarterly, 53, 337-347.

Leong, F.L. & Tata, S.P. (1990). Sex and Acculturation Differences in Occupational Values Among Chinese-American Children. Journal of Counseling Psychology, 37 (2), 208-212.

Leong, F.T.L. & Chou, E.L. (1994). The role of ethnic identity and acculturation in the vocational behavior of Asian Americans: An integrative review. Journal of Vocational Behavior, 44, 155-172.

Week 6 Previous lawsuits in diversifying law enforcement agencies Readings: U.S. Commission on Civil Rights. (1965). Law enforcement: A report on equal

protection in the South. Washington, DC: U.S. Government Printing Office.

U.S. Department of Justice. (1979). Affirmative action in the criminal justice system. Washington, DC: U.S. Department of Justice. Guardian Association of New York City Police Department v. Civil Service of the City of New York, 431 F. Supp. 526 (S.D.N.Y. 1977). McCoy, C. (1984). Enforcement Workshop: Affirmative Action in Police Organizations – Checklists for Supporting a Compelling State Interest. Criminal Law Bulletin, Vol. 20, No. 3, 245-254.

Officers for Justice v. The Civil Service Commission of the City and County of San Francisco, 473 F. Supp. 801 (N.D.Cal. 1979)

Schroedel, J.R., Frisch, S., August, R., Kalogris, C., & Perkins, A. (1994). The Invisible Minority: Asian-American Police Officers. State & Local Government Review, 26 (3), 173-180.

Stokes, L. & Scott, J. (1996). Affirmative Action and selected Minority Groups in Law Enforcement. Journal of Criminal Justice, 24(1), 29-38.

Week 7 Asian Americans motivations in becoming a NYPD police officer Readings: Raganella, A.J. & White, D.W. (2004). Race, gender, and motivation for

becoming a police officer: implication for building a representative police department. Journal of Criminal Justice, 32, 501-513.

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White, M.D., Cooper, J.A., Saunders, J., & Raganella, A.J. (2010). Motivations for becoming a police officer: re-assessing officer attitudes and job satisfaction after six years on the street. Journal of Criminal Justice, 38, 520-530.

Tam, P. (In preparation). Asian American recruits’ motivations in becoming a NYPD Police Officer.

Week 8 In-Class Writing Exam #1 / Sergeant Herman Yan (Guest speaker) Readings: Newman, A. (2008, November 12). Detective Recalls Four Shots and His Partner

Down. New York Times, p. A32 Week 9 First female Chinese-American in the NYPD (Guest speaker: Agnes Chan) Readings: Vinluan, E. (Producer/Director). (2010). Tea & Justice NYPD’s 1st Asian Women

Officers [DVD]. United States: WMM A Women Make Movies Release. Week 10 Chin v. Port Authority Readings: Chin v. Port Authority of New York & New Jersey, 685 F. 3d 135 - Court of

Appeals, 2nd Circuit 2012 Week 11 Former Police Officer Peter Liang’s manslaughter case Readings: Grand Jury Indictment: The People of the State of New York v. Peter Liang

Kings County Indictment # 9988/2014 People’s sentencing recommendation in the case of People v. Liang written by Brooklyn District Attorney Kenneth P. Thompson

Kang, J.C. (2016, February 23). How Should Asian-Americans Feel About the Peter Liang Protest? The New York Times Magazine. Retrieved from http://www.nytimes.com/2016/02/23/magazine/how-should-asian-americans-feel-about-the-peter-liang-protests.html?_r=0

Lee, J. (2016, April 8). Why Was Peter Liang One of So Few Cops Convicted for

Killing an Unarmed Man? Mother Jones. Retrieved from http://www.motherjones.com/politics/2016/03/peter-liang-police-conviction-nypd

Phippen, J. W. (2016, March 6). Why Was Officer Peter Liang Convicted? The

Atlantic. Retrieved from http://www.theatlantic.com/national/archive/2016/03/peter-liang-police-shooting/471687/

Week 12 Asian-American perceptions and satisfaction on policing in the United States Readings: Chu, D., Song, J., & Dombrink, J. (2005). Chinese Immigrants’ Perceptions of the

Police in New York City, International Criminal Justice Review, 15(2), 101-114.

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Wu, Y., Sun, I., & Smith, B. (2011). Race, Immigration, and Policing: Chinese Immigrants’ Satisfaction with Police. Justice Quarterly, 28:5, 745-774.

Week 13 Motivation in becoming a police officer in China (Comparison and contrast) Readings: Wu, Y., Sun, I., & Cretacci, M. (2009). A study of cadets’ motivation to become

police officers in China. International Journal of Police Science & Management, 11 (3), p. 377-392.

Week 14: Oral Presentation and Term Paper TBA Final Exam (See the JJ Homepage, Registrar, Final Exam Schedule)

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Course Revision Form This form should be used for revisions to course titles, prefixes/numbers, course descriptions, and/or prerequisites. For small course content changes please also submit a syllabus. (Please note: for significant content changes you may be asked to complete a New Course Proposal Form). For inclusion in the CUNY Pathways General Education program at John Jay please include a syllabus and the CUNY Common Core or John Jay College Option Form. Date Submitted: April 28, 2017 1. Name of Department or Program: Anthropology 2. Contact information of proposer(s): Name(s): Ed Snajdr

Email(s): [email protected] Phone number(s): (212) 237-8262

3. Current number, title, and abbreviated title of course: ANT 325 - Ethnographic Research Methods in Anthropology

4. Current course description: Students in this course will learn anthropological field research methods including their historical and theoretical origins, implementation and use. They will gain knowledge in project design, accessing the field, types of data and methods of data collection, primary and secondary analysis of data. They will also gain understanding of the ethics involved in doing field research and practice a range of narrative strategies for presenting research results. In addition to anthropological readings on ethnographic research, students will gain first-hand experience and skills in various methods such as participant observation, interviewing, conducting focus groups, compiling a case study and implementing questionnaires. Students will develop their own ethnographic projects that focus on a topic emerging from or integrated with urban spaces and communities that live in them. a. Number of credits: 3 b. Number of class hours (please specify if the course has lab hours): 3 c. Current prerequisites: ENG 101, ANT 101 5. Describe the nature of the revision: Revise the course description to more accurately reflect the content and outcomes of the course

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6. Rationale for the proposed change(s): In addition to qualitative methods, this course also teaches students a range of commonly used quantitative methods of data collection and data analysis. However, this fact is not reflected in the present course description or the current course learning outcomes. 7. Text of proposed revisions (use NA, not applicable, where appropriate):

a. Revised course description (new text is underlined):

Students in this course will learn anthropological field research methods including their historical and theoretical origins, implementation and use. They will gain knowledge in project design, accessing the field, types of data and methods of data collection, primary and secondary analysis of data. They will also gain understanding of the ethics involved in doing field research and practice a range of narrative strategies for presenting research results. In addition to anthropological readings on ethnographic research, students will gain first-hand experience and skills in various methods such as participant observation, interviewing, conducting focus groups, compiling a case study and implementing questionnaires. Students will also learn a range of quantitative methods commonly used by anthropologists, including population sampling, census data, surveys, descriptive statistical analyses, measures of central tendency and bivariate analysis for small sample sizes. Students will develop their own ethnographic projects that focus on a topic emerging from or integrated with urban spaces and communities that live in them.

b. Revised course title: n/a c. Revised abbreviated title (original can be found on SIMS, max of 20 characters

including spaces!): n/a d. Revised learning outcomes (new text is underlined):

(1) Identify and understand the concepts of culture, cultural relativism, and ethnography as perspectives and tools for social analysis and cross-cultural research; (2) Understand that worldviews can be interpreted using different normative systems; (3) Formulate productive research questions within an anthropological framework; (4) Use ethnographic research methods, including observation, participant observation, interviewing and other techniques of data gathering; (5) Perform qualitative and quantitative analyses of data gathered; (6) Utilize critical thinking to interpret, understand and explain data; (7) Gain a basic understanding of ethics in research, including informed consent and protocols involving the use of human subjects.

e. Revised assignments and activities related to revised outcomes

The course includes two quantitative data exercises involving prepared data sets. Student work with data to identify descriptive statistical measures (frequency, central

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tendency - mean, median) and comparative patterns, correlations/bivariate analysis of small samples (See attached sample assignments in sample syllabus)

f. Revised number of credits: n/a g. Revised number of hours: n/a h. Revised prerequisites: n/a 8. Enrollment in past semesters: Fall 2016 - 18 Spring 2017 - 17 9a. Will this course be offered as part of the new JJ General Education program (Common Core or College Option)? No _X____ Yes _____ If yes, please indicate the area:

10. Does this change affect any other departments?

___X__ No _____ Yes (if so what consultation has taken place)? 11. Date of Department or Program Curriculum Committee approval: March 8, 2017

12. Name of Department Chair(s) or Program Coordinator(s) approving this revision proposal: Anthony Marcus, Chair, Anthropology Department Ed Snajdr, Major Coordinator, Culture and Deviance Studies Johanna Lessinger, Major Coordinator, Anthropology

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John Jay College of Criminal Justice, CUNY 445 W. 59th St., New York NY 10019

ANT 325 - ETHNOGRAPHIC RESEARCH METHODS IN ANTHROPOLOGY

Professor: Edward Snajdr Semester: Spring 2017 Course Code: ANT 325 Course Section: 01 Classroom: TBA Class Time: Monday and Wednesday 3:05 - 4:20 PM Professor’s Office: 9.63.12 (Ninth Fl. Of New Building) Officer Hours: Mondays 11:00 AM - 12:00 PM and by appointment Phone: (212) 237-8262 Email: [email protected] Course Pre-requisites: ANT 101, ENG 201 Course Description: Students in this course will learn anthropological field research methods including their historical and theoretical origins, implementation and use. They will gain knowledge in project design, accessing the field, types of data and methods of data collection, primary and secondary analysis of data. They will also gain understanding of the ethics involved in doing field research and practice a range of narrative strategies for presenting research results. In addition to anthropological readings on ethnographic research, students will gain first-hand experience and skills in various methods such as participant observation, interviewing, conducting focus groups, compiling a case study and implementing questionnaires. Students will also learn a range of quantitative methods commonly used by anthropologists, including population sampling, census data, surveys, descriptive statistical analyses, measures of central tendency and bivariate analysis for small sample sizes. Students will develop their own ethnographic projects that focus on a topic emerging from or integrated with urban spaces and communities that live in them. 3 hours, 3 credits. Learning and Knowledge Outcomes: Students will be able to: (1) Identify and understand the concepts of culture, cultural relativism, and ethnography as perspectives and tools for social analysis and cross-cultural research; (2) Understand that worldviews can be interpreted using different normative systems; (3) Formulate productive research questions within an anthropological framework; (4) Use ethnographic research methods, including observation, participant observation, interviewing and other techniques of data gathering; (5) Perform qualitative and quantitative analyses of data gathered; (6) Utilize critical thinking to interpret, understand and explain data; (7) Gain a basic understanding of ethics in research, including informed consent and protocols involving the use of human subjects. To meet these objectives, the course will include lectures, discussion, writing and field projects. One data analysis project in this course uses the e-portfolio digital learning platform, which is free and accessible to all John Jay students. More detailed information regarding this web-based component will be handed out during the course. Required Readings: Books (used versions are ok to purchase on Amazon.com or some other online vendor): (1) Angrosino, Michael (2002) Doing Cultural Anthropology. Long Grove, IL: Waveland Press. ISBN - 1-57766-208-3 (2) Gardner, Andrew and David Hoffman (2006) Dispatches from the Field. Long Grove, IL: Waveland Press. ISBN - 1-57766-451-5

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(3) Williams, Melvin. On the Street Where I Lived ISBN-13: 978-0030561320 (Excerpts - also available on e-reserve).

Online E-Reserve Readings: These will be identified and discussed in class (password "Snajdr") Additional Readings may be completed by students as per interest, projects or instructor advice. Policy on Attendance, Etiquette and Class Participation: Coming to class is your responsibility. Regular attendance is expected and essential for assessing class participation and for completing the work of the course. If you have any questions about attendance please speak with the instructor. Please be considerate of others in the classroom. Class participation is encouraged. The Writing Center: The Writing Center is a valuable resource for students to get help with writing skills. It is located in room 1.68 of the New Building. Free tutoring is provided. I encourage you to use it. Academic Integrity: CUNY prohibits academic dishonesty, including plagiarism, which is punishable by penalties including failing grades, suspension, and expulsion. Please review the college's Policy on Academic Integrity on the college website under “Students.” By registering in this course, you are promising to abide by all the requirements stated in this policy. The link below provides the full CUNY policy: htttp://www.cuny.edu/about/administration/offices/la/Academic_Integrity_Policy.pdf Assessment (Grading). Evaluation of students for the class will be based on the following: Observations 2 at 7.5% each (2 pp each) 10% Ethnographic Mapping 1 at 10% 10% Interviewing (life history, semi-structured) 1 (10 pp.) 20% Quantitative Assignments 2 (2 pp. each) 10% Multi-method Assignment 1 (15 pp.) 30% Quizzes (reading/lecture) 2 (5% each) 10% Class Participation daily basis 10% Total 100% Assessment and Grades will be discussed in more detail in the course. Students will receive written descriptions of all assignments. Final letter grades will be determined according to John Jay College grade percentage chart. SCHEDULE OF CLASSES Week 1 1/30 Introduction to the Course Background and overview

2/1 A New Method - The Origins of Ethnographic Field Research Malinowski, Mead, Boas, Benedict Reading: Angrosino, Introduction

Week 2 2/6 Key Concepts and Approaches

Culture, Cultural Relativism, Ethnocentrism, Ethnography

2/8 Functions of Fieldwork/Caveats: Bias, Culture Shock

Letter grade and percentage chart from Undergraduate Bulletin will be inserted here

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Getting at the emic, imperfections and strengths of ethnography Reading: Ximenes "Emic Terms"; Gurney;"Female Fieldworkers in Male-Dominated Settings;" Angrosino Chapter 1 (Tierney)

Quiz 1: Terms, concepts, readings Week 3 2/13 NO CLASS (Lincoln's Birthday - College is Closed) Reading: Williams, On the Street Where I Lived (Begin) 2/15 Observation is NOT Memory Learning how to look, watch, and see.

Reading: Lawler "The Pickup"; Angrosino, Chapter 8 (Smith) Week 4 2/20 NO CLASS (Presidents' Day - College is Closed)

2/22 Participant-Observation Seeing AND doing together

Reading: Angrosino, Chapter 9 (Borman et al.), Chapter 10 (Price) Assignment: Observation 1 - People in public space Week 5 2/27 Participant-Observation Discussion about field assignment Reading: Gardner and Hoffman (Gardner, Simon) 3/1 Ethics - Respecting the Field, Respecting Human Subjects IRB, protocols, past approaches, current practices

Reading: Mitchell "Secrecy and Disclosure in Fieldwork;" Gardner and Hoffman (Drybread, Goldade)

Week 6 3/6 Ethics - Informed Consent Cases of misconduct, cases of ethical conduct

Assignment: Observation 2 -_Leave-taking

3/8 Writing Field Notes Keeping a record of what you observe

Reading: Kleinman, "Feelings and Fieldwork" Quiz 2: Ethics in research Week 7 3/13 Interviewing - Semi-structured and open-ended formats In-class workshop - practicing interviewing

Reading: Spradley "Informants""Interviewing"; Angrosino, Chapter 4 (Redfern-Vance)

3/15 Interviewing - Life Histories

Reading: Angrosino, Chapter 3 (Angrosino) Verdery, "A Transylvanian Peasant"; Tierney;

Week 8 3/20 Other Qualitative Methods

Focus Groups, Case Studies Reading: Williams (Finish)

Assignment: Interview (Life history or skills set) 3/22 Mapping

Emic space, culture and place, rules and motion Reading: Danielkiewicz, "A Changing Block"

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Week 9 3/27 Quantitative Methods - Surveys, Questionnaires Reading: Angrosino, Chapter 11 (Baer and Weller)

Assignment: Map a block - e.g. What can and can't people do? 3/29 Descriptive Statistics, Measures of Central Tendency

Discussion and demonstration: mean, median, mode and more

Week 10 4/3 Bivariate Analyses, Correlations Assignment: Analyzing Kinship Charts data using E-Portfolio

4/5 Place, Culture and Quantification: Constructs or Units of Measure?

Zip codes, community boards, neighborhoods, census tracts? 4/10 No Class (Spring Break) 4/12 No Class (Spring Break)

Week 11 4/17 No Class (Spring Break)

4/19 U.S. Census - How Do You Use It? Class Lab - American Factfinder (U.S. Census search tool) Reading: Angrosino, Chapter 12 (Rees) Assignment: Chi-square analysis of data samples Week 12 4/24 Devising a Research Problem Using Multiple Methods

Class Lab - instructor guidance Reading: Gardner and Hoffman (Ottinger, Hannstad) 4/26 Revising a Research Problem Class Lab - student feedback Final Assignment: Multi-method project

Week 13 5/1 Example of Multi-Methods Research: Ritual Rites of Passage, Rites of Intensification Reading: Curtis "Catholic Mass" 5/3 Example: Ritual - Ethnography and Analysis Secular rituals, symbolic constructs Films: The Nuer (clip), Land-divers of Melanesia, Monotheism and Ritual Week 14 5/8 Workshop: Talking Fieldwork Finish Reading: Williams

5/10 Workshop: Talking Fieldwork and Write-Up Week 15 5/15 Workshop: Reports from the Field

5/17 Workshop: Reports from the Field Final projects due.

Sample Assignments Qualitative Assignment Sample One: Observation Two - Taking Leave

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Leave-taking (saying "good-bye") can be, like other communicative acts, highly idiosyncratic, but also is usually a culturally-informed act in many significant ways. This exercise provides you with an opportunity to hone your observation skills to locate, document and understand the process of leave-taking as a cultural act. Observe and record (through note-taking) two (2) separate incidents of leave-taking. This may involve only two people or it may also include more than one person. In most cases, you should be able to hear and describe the words that people use in the act of saying "good-bye," but as we discussed in class, the leave-taking may include a host of other details (eye contact, volume, gestures, proxemics) including the idea of politeness strategies related to concepts of positive and negative face (Brown and Levinson's research summarized in class). In the first section of your paper, describe what you saw, what actions occurred and who the participants were. Try to be as specific as possible. And try to be as vivid as you can. In a second section, marked "Analysis," analyze and interpret the leave-taking, including its social, emotional, cultural, even political context - as these are relevant to the incidents you observed. Compare the two cases of leave-taking that you have witnessed and described. Why and in what way are they different? How are they also similar communicative acts? In other words, do they share common features? The paper should be 2 pages, typed, double-spaced, Times New Roman 12 pt. font. This assignment is due on __________________________. -------------------------------------------------------------------------------------------------------------------------------

Quantitative Analysis Assignment Sample One - Kinship Chart Data Set Go to the Digication ePortfolio link on the Web apps tab on John Jay's homepage. Search for Prof. Snajdr's ANT 101 Kinship Assignment. Once on the page, you can click on submitted kin charts to complete the assignment (instructions below). There are 40 charts. Each chart would be called a case for some of the analyses below. For other exercises, you would consider each relationship or perhaps each member represented as a case.

Using all 40 charts as a data set, answer the following questions:

1) What is the frequency of divorce in the class? 2) What is the average household size? What is the largest household? The smallest? 3) Are there more nuclear family or extended family households in the sample from the class? 4) Are there more female or male offspring in the households? 5) Devise your own question to answer by examining all cases as a whole data set. You may email me for ideas if you are in need of suggestions. Show your work when answering all of the above questions. For example, for divorce rate (frequency), add up the total number of marriages you can see from ALL of the kinship charts. Add the total number of divorces. Add marriages and divorces together and then divide number of divorces by the total number of marriages AND divorces. So let's say there are 150 marriages and 50 divorces. You would add 150 + 50 = 200. The frequency of divorce would be 50 out of 200 or 25% of all initial marriages have ended in divorce for this sample. For average household size, add the number of household members for each household and then divide by the total number of households from ALL of the kinship charts.

Answers should be typed, double-spaced, Times New Roman 12-point font. This assignment is due on ____________.

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Course Revision Form This form should be used for revisions to course titles, prefixes/numbers, course descriptions, and/or prerequisites. For small course content changes please also submit a syllabus. (Please note: for significant content changes you may be asked to complete a New Course Proposal Form). For inclusion in the CUNY Pathways General Education program at John Jay please include a syllabus and the CUNY Common Core or John Jay College Option Form. Date Submitted: 4/26/17 1. Name of Department or Program: Political Science 2. Contact information of proposer(s): Name(s): Brian Arbour

Email(s): [email protected] Phone number(s): x4616 3. Current number, title, and abbreviated title of course: POL 409 Colloquium for Research in Government and Politics 4. Current course description: This course is a research colloquium in which students initiate, develop, and present independent work related to government, politics and the state. The diversity of projects undertaken by students emphasizes the breadth of concerns related to government, law, and politics, identifying emerging scholarly interests and concerns. Students design research projects in conjunction with faculty instructors and report regularly on progress to the seminar. The final research paper will demonstrate the student's familiarity with relevant literature in the subfield, competence in research, research methods, writing and analysis, and the mastery of basic concepts in the discipline. In addition, the course will integrate the various subfields of the discipline through the examination of current research. a. Number of credits: 3 b. Number of class hours (please specify if the course has lab hours): 3 c. Current prerequisites: ENG 201, a 300-level government course, enrolled in the Government or Political Science majors, and senior standing 5. Describe the nature of the revision: Add POL 225 as a pre-requisite

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6. Rationale for the proposed change(s): POL 225 is titled “Introduction to Research in Politics” and aims to teach students basic concepts about how to conduct research in political science. It is a required course in the political science major.

POL 225 provides the building blocks necessary for students to succeed in POL 409. The vast majority of students who take POL 409 have already taken POL 225, but a handful of students each semester either have not, or are doubling up and taking both research courses in the same semester. We do not think this is a beneficial arrangement for students.

When we created POL 225 five years ago, we did not include it as a prerequisite for POL 409 because we were worried that it would create complications for our extant majors in their timely completion of degree requirements. Since the requirement to take POL 225 has been in place for a while now, those worries do not exist anymore. 7. Text of proposed revisions (use NA, not applicable, where appropriate):

a. Revised course description: n/a b. Revised course title: n/a c. Revised abbreviated title (original can be found on SIMS, max of 20 characters

including spaces!): n/a d. Revised learning outcomes: n/a e. Revised assignments and activities related to revised outcomes: n/a f. Revised number of credits: n/a g. Revised number of hours: n/a h. Revised prerequisites: ENG 201, POL 225, any 300-level political science (POL) course, enrolled in the Political Science major, and senior standing 8. Enrollment in past semesters: 2-3 sections are offered and are generally fully enrolled 9a. Will this course be offered as part of the new JJ General Education program (Common Core or College Option)? No __X___ Yes _____ If yes, please indicate the area: 10. Does this change affect any other departments? _X___ No _____ Yes (if so what consultation has taken place)? 11. Date of Department or Program Curriculum Committee approval: April 20, 2017

12. Name of Department Chair(s) or Program Coordinator(s) approving this revision proposal: Prof. James Cauthen, Chair, Political Science Department

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JOH

N JA

Y C

OL

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GE

OF

CR

IMIN

AL

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ICE

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ity University of N

ew York

P

RO

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IN A

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EE

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The follow

ing is the revised curriculum for International C

rime and Justice leading to the M

aster of Arts D

egree.

Program

Nam

e and

Degree A

ward

ed: M

aster of Arts International C

rime and Justice

HE

GIS

Cod

e: 2105 N

Y S

tate Program

Cod

e: 33083 E

ffective term: Spring 2018

Date of P

rogram A

pp

roval: 5/3/17 D

ate of CG

S ap

proval: 5/10/17

Ration

ale for prop

osed ch

anges:

Our recent self-assessm

ent of the ICJ M

A program

prompted the need to redesign the IC

J 715 course on research methods to prepare

students with the m

ore practical aspects of research. The proposed Applied R

esearch Methods for International C

riminal Justice (IC

J 715) w

ill integrate qualitative and quantitative methods including a variety of statistical techniques w

ith the emphasis on skills for

collecting and analyzing the many kinds of data that International crim

inal justice scholars and practitioners works w

ith. The course assignm

ents will prepare the students not only to undertake their thesis projects but also future applied research activities in their

career. Essentially this course w

ill strengthen the students’ ability to link theory (taught in various courses e.g. ICJ 700 –

International C

rime and Justice Theory), research m

ethods and statistics. C

urrently students take two courses on research m

ethods — IC

J 715 and using computers (C

RJ 716, w

hich uses too generic criminal

justice data not geared to ICJ data) —

which lim

its them to take additional courses that are essential for know

ledge building in International C

riminal Justice, an evolving field. For exam

ple, the faculty decided that it is essential to have a course that studies transnational crim

es in an International Crim

e and Justice Program. A

lso, after assessment of all of our courses, the finding w

as that various aspects related to research m

ethods are discussed in all of our core courses, and therefore there was no need for tw

o methods

courses, one of which doesn’t deal w

ith international issues or data. Hence, w

e carefully crafted the course revision to ICJ 715 to

combine the IC

J 715 and CR

J 716 courses to enhance the requirements of the IC

J Program’s curriculum

and to meet the needs of the

students for the field. We also propose to m

ake ICJ 706 –

Transnational Crim

e — a core course in our IC

J program. The faculty

believes that this course will better prepare our students for the IC

J field. The course is methodological, theoretical, and practical, and

examines current issues surrounding the topic of transnational crim

e and its prevention and control. The focus is on established and em

erging phenomena w

ith respect to illegal cross-border trade such as the trafficking in drugs, arms, and hum

ans; transnational predatory crim

es such as cross-border serial burglary; networks of offenders involved in these crim

es and their mobility; and factors

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that facilitate and shape transnational crime, including international travel, trade, com

munication and m

igration. The course also exam

ines the public and private sector responses to crime that transcends international borders. These topics of are extrem

ely im

portant in the field of international crime and justice, and currently w

e don’t have a course that systematic looks at the trans-

border nature of crime and its control and prevention. A

fter careful assessment of the student and faculty surveys, the faculty cam

e to the conclusion that such course should be central to our curriculum

and that we have gap in the curriculum

. The course discusses m

easurement issues and theoretical issues related to transnational crim

e and also talks about the work of international agencies in

this area (e.g. UN

, Interpol, World B

ank, World C

ustoms O

rganization, etc.) which is im

portant for someone specializing in the IC

J field. W

e are also in the process of developing a more advanced research m

ethods/statistical course for those students who plan to go to a

PhD program

and this new course w

ill be offered as an elective. CR

J 716 will rem

ain an elective course for those interested in criminal

justice statistics and quantitative research skills. We w

ill assess the new version of IC

J 715 in 3 to 5 years.

FR

OM

T

O

List of C

ourse (P

refix, Nu

mber, an

d N

ame)

Crs

List of C

ourse (P

refix, Nu

mber, an

d N

ame)

Crs

Req

uirem

ents for th

e Degree P

rogram:

**strikethrough what is to be changed.

The program requires 36 credits of coursew

ork. Students m

ust choose from am

ong the thesis track, internship track and the com

prehensive evaluation track. The thesis track is available to students w

ho maintain a 3.5 G

PA and have

received a grade of A- or better in IC

J 715 and CR

J 716. R

equ

ired C

ourses (24

credits)

CR

J 716 Using C

omputers in Social R

esearch IC

J 700 International Crim

e and Justice Theory IC

J 701 Econom

ics for International Crim

e and Justice IC

J 702 Com

parative CR

J Systems

ICJ 703 International Law

and the World O

rder IC

J 704 Culture and Identity in a G

lobal Context

ICJ 715 R

esearch Methods in International C

rime and

Justice IC

J 770 Capstone C

ourse in International Crim

e and Justice

3 3 3 3 3 3 3 3

Req

uirem

ents for th

e Degree P

rogram:

**underline the changes. The program

requires 36 credits of coursework. Students

must choose from

among the thesis track, internship track

and the comprehensive evaluation track. The thesis track

is available to students who m

aintain a 3.5 GPA

and have received a grade of A

- or better in ICJ 715.

Req

uired

Cou

rses (24 cred

its) IC

J 700: International Crim

e and Justice Theory IC

J 701: Econom

ics for International Crim

e and Justice IC

J 702: Com

parative CR

J Systems

ICJ 703: International Law

and the World O

rder IC

J 704: Culture and Identity in a G

lobal Context

ICJ 706: Transnational C

rime

ICJ 715: A

pplied Research M

ethods in International Crim

e and Justice IC

J 770: Capstone C

ourse in International Crim

e and Justice

3 3 3 3 3 3 3 3

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Electives (12 cred

its) E

lectives may be selected from

the themed lists below

or from

any of the graduate courses offered at John Jay and C

UN

Y, subject to the approval of the graduate program

director. The groupings below do not im

ply tracts or specializations, but rather them

es that are recurrent in the study of International C

rime and Justice. Students m

ay use their 12 elective credits to com

plete courses toward the

Advanced C

ertificate in Transnational Organized C

rime

Studies or Terrorism Studies, or students can take a

combination of different electives chosen from

the list of approved electives below

. Students w

ho have completed 15 credits and have a G

PA of

3.5 or above are eligible to take the following electives:

Internship (6 credits) & Thesis I &

Thesis II (6 credits). The thesis elective is taken over a period of tw

o semester

sequence ICJ 791 and IC

J 792. The Internship course (ICJ

780) is an online course which is accom

panied by a m

andatory 280 hours in an internship site. Placements in

internship sites are arranged at the initiative of the student in consultation w

ith the Center for C

areer and Professional D

evelopment and the program

director. Students interested in the internship elective should start their search for an internship site at least a sem

ester in advance. Students are encouraged to pursue one or m

ore internships during their graduate studies, even if they are not taking the internship elective course, potentially as an Independent Study (3 credits). IC

J 780 Internship Course

ICJ 791 International C

rime and Justice Thesis I


rime and Justice Thesis II

International Crim

inology IC

J 705 Hum

an Rights and C

ounterterrorism

6 3 3 3

Electives (12 cred

its) E

lectives may be selected from

the themed lists below

or from

any of the graduate courses offered at John Jay and C

UN

Y, subject to the approval of the graduate program

director. The groupings below do not im

ply tracts or specializations, but rather them

es that are recurrent in the study of International C

rime and Justice. Students m

ay use their 12 elective credits to com

plete courses toward the

Advanced C

ertificate in Transnational Organized C

rime

Studies or Terrorism Studies, or students can take a

combination of different electives chosen from

the list of approved electives below

. Students w

ho have completed 15 credits and have a G

PA of

3.5 or above are eligible to take the following electives:

Internship (6 credits) & Thesis I &

Thesis II (6 credits). The thesis elective is taken over a period of tw

o semester

sequence ICJ 791 and IC

J 792. The Internship course (ICJ

780) is an online course which is accom

panied by a m

andatory 280 hours in an internship site. Placements in

internship sites are arranged at the initiative of the student in consultation w

ith the Center for C

areer and Professional D

evelopment and the program

director. Students interested in the internship elective should start their search for an internship site at least a sem

ester in advance. Students are encouraged to pursue one or m

ore internships during their graduate studies, even if they are not taking the internship elective course, potentially as an Independent Study (3 credits). IC

J 780 Internship Course


rime and Justice Thesis I


rime and Justice Thesis II

International Crim

inology IC

J 705 Hum

an Rights and C

ounterterrorism

6 3 3 3

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ICJ 720 C

rime and Justice in the B

alkans IC

J 721 International Perspectives on Wom

en in Crim

inal Justice IC

J 762/PAD

762 Corruption and the G

lobal Econom

y C

RJ 727/FC

M 727 C

ybercriminology

CR

J 744 Terrorism and Politics

CR

J 746 Terrorism and A

pocalyptic Violence

CR

J 784 Organized C

rime

CR

J 789 Violence A

cross the Globe

PSY 705 Victim

ology PSY 729 Terrorism

PSY 746 E

mpirical Profiling M

ethods International Law

Enforcem

ent and Crim

e Control

CR

J 739 Crim

e Mapping

CR

J 759 Com

parative Police Adm

inistration C

RJ 797 H

omeland Security and International R

elations C

RJ 798 H

omeland Security and Terrorism

PA

D 718 International Public Policy and A

dministration

PAD

746 Com

parative Public Adm

inistration PA

D 772 International Inspection and O

versight

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

ICJ 720 C

rime and Justice in the B

alkans IC

J 721 International Perspectives on Wom

en in Crim

inal Justice IC

J 762/PAD


lobal Econom

y C

RJ 727/FC

M 727 C

ybercriminology

CR

J 744 Terrorism and Politics

CR

J 746 Terrorism and A

pocalyptic Violence

CR

J 784 Organized C

rime

CR

J 789 Violence A

cross the Globe

PSY 705 Victim

ology PSY 729 Terrorism

PSY 746 E

mpirical Profiling M

ethods International Law

Enforcem

ent and Crim

e Control

CR

J 739 Crim

e Mapping

CR

J 759 Com

parative Police Adm

inistration C

RJ 797 H

omeland Security and International R

elations C

RJ 798 H

omeland Security and Terrorism

PA

D 718 International Public Policy and A

dministration

PAD

746 Com

parative Public Adm

inistration PA

D 772 International Inspection and O

versight

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

S

ub-total

Electives

Total cred

its: 36

24 12 36

Su

b-total E

lectives T

otal credits: 36

24 12 36

Note: The proposal should show

the complete text of existing requirem

ents and of proposed requirements. The State E

ducation D

epartment requires that all program

changes include a complete listing of required courses.

Does th

is chan

ge affect any oth

er program

?

__

__

No

__

X_

__

Yes If yes, w

hat consultation has taken place?

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The Crim

inal Justice MA

program has been consulted about the drop off in IC

J students taking CR

J 716.

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ew York

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IN A

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M

The follow

ing is the revised curriculum for the A

dvanced Certificate in Transnational O

rganized Crim

e Studies.

Program

Nam

e and

Degree A

ward

ed: A


rganized Crim

e Studies H

EG

IS C

ode: 2105

NY

State P

rogram C

ode: 38351

Effective term

: Spring 2018 D

ate of Program

Ap

proval: 5/3/17

Date of C

GS

app

roval: 5/17/17 R

ationale for p

roposed

chan

ges: The M

aster of Arts D

egree Program in International C

rime and Justice offers the A


rganized C

rime Studies (A

CTO

CS). The focus is on illegal cross-border trade such as the trafficking in drugs, counterfeit m

edicine, and hum

ans; transnational predatory crimes such as cross-border serial burglary and advance-fee fraud; international environm

ental crim

es; money laundering, corruption, and cybercrim

e; networks of offenders involved in these crim

es and their terrestrial and virtual m

obility; and factors that facilitate and shape transnational crime, including technology, international travel, trade, and

migration.

The ICJ G

overnance Com

mittee unanim

ously endorsed the decision to incorporate four Terrorism Studies courses, C

RJ

744: Terrorism and Politics, C

RJ 746: Terrorism

and Apocalyptic V

iolence, CR

J 748: Counter Terrorism

Policy For Law E

nforcement

and ICJ 705: C

ounter-Terrorism and H

uman R

ights, into the list of available electives for the AC

TOC

S program. A

CTO

CS students

will be allow

ed to take a maxim

um of one terrorism

course (from the list of four) as a part of their certificate studies. Terrorism

is one type of transnational crim

e so the faculty agrees that it makes sense to allow

students to take one course on terrorism as a part of our

advanced certificate in transnational organized crime. A

lso, our advanced certificate is offered online as well and several of the

terrorism courses are already developed online so the students w

ill have more choice. A

t the same tim

e, the limit of one terrorism

course ensures that A

CTO

CS and the A

dvanced Certificate in Terrorism

Studies remain distinct program

s.

FR

OM

T

O

List of C

ourse (P

refix, Nu

mber, an

d N

ame)

L

ist of Cou

rse (Prefix, N

um

ber, and

Nam

e)

Req

uirem

ents for th

e Degree P

rogram:

R

equ

iremen

ts for the D

egree Program

:

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**strikethrough what is to be changed.

**underline the changes.

Req

uired

Core C

ourses: 6

credits

• CR

J 784 Organized C

rime

• ICJ 706 Transnational C

rime

Ch

oose 2 Elective C

ourses: 6

credits

• IC

J 804 Environm

ental crime

• IC

J 810 Hum

an Trafficking •

ICJ/PA

D 762 C

orruption and the Global E

conomy

• C

RJ 713 W

hite Collar C

rime

• C

RJ/FC

M 727 C

yber Crim

inology T

otal: 12 credits

R

equ

ired C

ore Cou

rses: 6 cred

its • C

RJ 784 O

rganized Crim

e • IC

J 706 Transnational Crim

e C

hoose 2 E

lective Cou

rses: 6 cred

its C

ategory 1 (3-6 cred

its) Select up to 2 courses •

ICJ 804 E

nvironmental crim

e •

ICJ 810 H

uman Trafficking

• IC

J/PAD


lobal Econom

y •

CR

J 713 White C

ollar Crim

e •

CR

J/FCM

727 Cyber C

riminology

Category 2 (0

-3 credits)

Select up to 1 course •

CR

J 744: Terrorism and Politics

• C

RJ 746: Terrorism

and Apocalyptic V

iolence •

CR

J 748: Counter Terrorism

Policy For Law

Enforcem

ent •

ICJ 705: C

ounter-Terrorism and H

uman R

ights T

otal: 12 credits

Su

b-total E

lectives T

otal credits req

uired

6 6 12

Su

b-total E

lectives T

otal credits req

uired

6 6 12

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Note: The proposal should show

the complete text of existing requirem

ents and of proposed requirements. The State E

ducation D

epartment requires that all program

changes include a complete listing of required courses.

Does th

is chan

ge affect any oth

er program

?

__

X_

_ N

o _

__

__

Yes If yes, w

hat consultation has taken place?

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OF

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IMIN

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ity University of N

ew York

P

RO

PO

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HA

NG

ES

IN A

DE

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EE

PR

OG

RA

M

The following is the revised curriculum

for Digital Forensics and C

ybersecurity Program leading to the M

.S. Degree.

P

rogram N

ame an

d D

egree Aw

arded

: D4C

S MS

HE

GIS

Cod

e: 0799 N

Y S

tate Program

Cod

e: 28427 E

ffective term: Fall 2018

Date of P

rogram A

pp

roval: 5/2/2017 D

ate of CG

S ap

proval: 5/10/17

R

ationale for p

roposed

chan

ges: We propose a sim

plified version of the capstone that allows students to exercise skills and

knowledge gained during their course of study and build specialized expertise in an area of interest. The revised three-credit

capstone has two basic thrusts: (1) field w

ork, where students put know

ledge and skills gleaned during their course of study into practice, or (2) research, w

here students participate in independent or directed research. The research thrust allows students to do a

thesis/advanced research project under the guidance of a faculty sponsor. Alternatively, the student can take a research practicum

course w

here a faculty mem

ber directs 3 – 8 students on related research projects.

The current capstone with m

ultiple pathways and varying credit requirem

ents (3 or 9 credits) is convoluted and confusing to both students and faculty m

embers. W

hile similar to the current capstone, the revised capstone provides a clear path to graduation and a

uniform credit requirem

ent for all students. In addition, the revised capstone eliminates the need for students to take a qualifying

exam, w

hich over the years has proved to be of little value. In summ

ary, the proposed capstone: (i) provides a uniform 33 credit

hour requirement for all students, and (ii) allow

s students the choice of field work or a research to satisfy the capstone.

The following table show

s the current and proposed capstones.

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F

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TO

L

ist of Co

urse (P

refix, Nu

mb

er, and

Nam

e) C

rs. L

ist of Co

urse (P

refix, Nu

mb

er, and

Nam

e) C

rs. R

equ

iremen

ts for the D

egree Program

: **strikethrough w

hat is to be changed. R

equirements for the degree program

consist of 33 total credits for students w

ho do a thesis and/or attain the Certificate in

Applied D

igital Forensic Science (CA

D4SC

I) which requires

completion of FC

M 710, FC

M 742, FC

M 745 and FC

M 760 w

ith grades of B

or better and a grade of Pass or better on the A

pplied Digital Forensic Science C

ertification Exam

. A

lternatively, 39 total credits are required with the six

additional credits selected from the designated Forensic and

Security or Crim

inal Justice electives. The required capstone experience m

ay be either fieldwork, an A

pplied Research

Project, or a thesis. R

equ

ired C

ourses

CR

J 752/FCM

752 The Law and H

igh Technology Crim

e FC

M 742 N

etwork Security

FCM

710 Architecture and V

ulnerabilities of Operating System

s FC

M 753 D

igital Forensic Applications

FCM

760 Forensic Managem

ent of Digital E

vidence F

orensic an

d S

ecurity E

lectives (9 cred

its) C

hoose 3 FC

M 700 Theoretical Foundations of C

omputing

FCM

705/FOS 705 M

athematical Statistics for Forensic

Scientists FC

M 740 D

ata Com

munications and Forensic Security

FCM

745 Netw

ork Forensics FC

M 741 A

pplied Cryptography

Crim

inal Ju

stice Electives (3 cred

its) C

hoose 1 C

RJ 70

8 Law, E

vidence and Ethics

CR

J 727/FCM

727 Cybercrim

inology

3 3 3 3 3 3 3 3 3 3 3 3

Req

uirem

ents for th

e Degree P

rogram:

**underline the changes. The M

aster of Science program in D

igital Forensics and C

ybersecurity offers a balance of practice and theory through study in com

puter science, law, and crim

inal justice. The program

produces professionals qualified as digital forensic scientists w

ho can apply and sustain their expertise as new

technological and societal challenges emerge, w

ho understand the scientific, legal and crim

inal justice context of high technology crim

e, and who can effectively com

municate their

knowledge to others.

Req

uired

Cou

rses C

RJ 752/FC

M 752 The Law

and High Technology C

rime

FCM

742 Netw

ork Security FC

M 710 A

rchitecture and Vulnerabilities of O

perating Systems

FCM

753 Digital Forensic A

pplications FC

M 760 Forensic M

anagement of D

igital Evidence

Foren

sic and

Secu

rity Electives (9

credits)

Choose 3

FCM

700 Theoretical Foundations of Com

puting FC

M 705/FO

S 705 Mathem

atical Statistics for Forensic Scientists FC

M 740 D

ata Com

munications and Forensic Security

FCM

745 Netw

ork Forensics FC

M 741 A

pplied Cryptography

Crim

inal Ju

stice Electives (3 cred

its) C

hoose 1 C

RJ 708 Law

, Evidence and E

thics C

RJ 727/FC

M 727 C

ybercriminology

3 3 3 3 3 3 3 3 3 3 3 3

111

Rev. Spring 2014

Office of G

raduate Studies

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CR

J 733 The Constitution and C

riminal Justice

CR

J 750/PAD

750 Security of Information and Technology

CR

J 751 Crim

e Scene Investigation C

RJ 753 Investigating C

ybercrime

CR

J 755 Writing for M

anagement

Grad

uate E

lective (3 credits)

Select any course in the John Jay College graduate catalog

(except FCM

708 or FCM

709), including the above electives. C

apston

e Op

tions

Choose 1

For Fieldwork (33-39 total credits)

FCM

780 Capstone Sem

inar and Fieldwork (39 credits)

CM

780 Capstone Sem

inar and Fieldwork +

CA

D4SC

I (33 credits) or For A

pplied Research Project (33-39 total credits)

FCM

791 Applied R

esearch Project (39 credits) FC

M 791 A

pplied Research Project +

CA

D4SC

I (33 credits) or Thesis (33 total credits) FC

M 791 Forensic C

omputing R

esearch Practicum

* Requires six additional credits from

Forensic and Security or C

riminal Justice electives.

Digital F

orensic S

cience Q

ualifyin

g Exam

The Digital Forensic Science Q

ualification Exam

balances the role of theory and practice in the program

of study by challenging students to prove their capacity to use com

puter science to address practical problem

s in digital forensics and cybersecurity. The exam

is optional for degree students but is

3 3 3 3 3 3 3 3 3

CR

J 733 The Constitution and C

riminal Justice

CR

J 750/PAD

750 Security of Information and Technology

CR

J 751 Crim

e Scene Investigation C

RJ 753 Investigating C

ybercrime

CR

J 755 Writing for M

anagement

Grad

uate E

lective (3 credits)

Select any course in the John Jay College graduate catalog

(except FCM

708 or FCM

709), including the above electives. C

apston

e Op

tions

Choose 1

FCM

780 Capstone Sem

inar and Fieldwork

(approved internship required) or FC

M 791 Forensic C

omputing R

esearch Practicum

(applied research project or thesis required) or FC

M 798 Faculty M

entored Research

3 3 3 3 3 3 3 3 3

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Rev. Spring 2014

Office of G

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E3

required to qualify for the Capstone Fieldw

ork Option and the

CA

D4SC

I. A grade of Low

Pass or better is required to qualify for C

apstone Fieldwork and a grade of Pass or better is required

to qualify for the CA

D4SC

I. Students may take the exam

upon com

pletion of FCM

710, FCM

742 and FCM

760, although FCM

745 is also recom

mended. The exam

is usually offered twice a

year. Students have two chances to be graded on the exam

but m

ay withdraw

once before grading without penalty.

Sub-total E

lectives Total credits required

18 15-21

33-39

Sub-total E

lectives Total credits required

18 15 33

In the current capstone (left column), options allow

the student to complete the program

in 33 or 39 credits. Whether a student

qualifies for one option or the other depends on the results of a qualifying exam. In addition, to qualify for the 33 credit option the

student must com

plete Advanced C

ertificate in Applied D

igital Forensic Science (CA

D4SC

I), which m

eans the D4C

S student must

take one additional course, FCM

745. The current capstone, besides being confusing has no academ

ic base. First, over the years the qualifying exam, a key elem

ent in the capstone, has proved to be of little value. It tests no standard body of know

ledge. The test changes from sem

ester to semester as

different faculty mem

bers contribute questions. In fact, the field of cybersecurity is so broad that information tested often has little to

do with the student’s area of interest or the advanced w

ork he or she will be doing. M

oreover, it makes little sense to m

ake students w

ho cannot pass a qualifying exam take tw

o additional courses. Faculty mem

bers now believe that if the student has com

pleted core courses in good standing, the student should be ready to do either a thesis, applied research project or field w

ork. The proposed capstone (right colum

n) is similar to the 33 credit track in the current capstone. E

ach of the options, field work (FC

M

780) or thesis/applied research project (FCM

791) or Faculty Mentored R

esearch (FCM

798) allows students to apply skills and

knowledge gained during the program

and develop additional specialized expertise in an area of interest to the student. The proposed capstone elim

inates the 39-credit pathway w

hich requires students to take two additional courses.

Does th

is chan

ge affect any oth

er program

?

__

x__

_ N

o _

__

__

Yes

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Rev. Spring 2014 Office of Graduate Studies


CHANGE IN EXISTING GRADUATE COURSE

This form should be used for revisions to course titles, prefixes/numbers, descriptions, and/or prerequisites. For small course content changes please also submit a syllabus. For significant content changes, a New Course Proposal form may be required instead. Please email the completed form to the Associate Dean of Graduate Studies at [email protected].

Date Submitted to the Office of Graduate Studies: 5/5/17 Date of Program Approval: 11/8/16 Date of CGS Approval: 5/10/17 1. Contact information of proposer(s): Name(s) Email(s) Phone number(s) Anthony Marcus [email protected] 646.557.4782 2. Proposed changes. Please complete the entire “FROM” column. Only complete the proposed

changes in the “TO” column.

FROM (strikethrough the changes) TO (underline changes) Program International Crime and Justice Program

Course ICJ 704: Culture and Identity in Global Context Course ICJ 704: Crime, Justice, and Cultural

Struggles Pre- and/or Corequisites (specify which are pre, co, or both)

None

Pre- and/or Corequisites (specify which are pre, co, or both)

Hours 3 Hours Credits 3 Credits Description This course examines research on

culture, power and identity in international CRJ. Students will be introduced to the concept of culture and how it has been related to contemporary problems and struggles in justice systems between local groups and larger, sometimes global forces. These have included concerns over culturally specific categories of identity such as gender, race, ethnicity, caste, religion, sexuality, or other social and political statuses, such as rights to property, place and behavior. Particular attention will be given to the issues emerging from local confrontations

Description

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with and responses to international CRJ initiatives around domestic violence, human trafficking, copyright piracy, indigenous rights, governmental corruption, and war crimes. Through an examination of studies from different continents, students will learn both the substance of the issues, and the methods, analytical approaches and rhetorical skills of research in the discipline.

Effective Term Spring 2018

3. Rationale for the proposed change(s):

After our five-year self-study (August 2016), we updated many courses in our program and we adjusted several titles and descriptions. The faculty voted to change the title of ICJ 704 so the course is more in line with the focus of the program, which deals with crime and justice issues. The faculty felt that core courses in the IC&J program should deal with crime and justice issues, in general. The faculty wanted to make sure the program titles and descriptions are focused and in line with the program specialization. Since in the description it is obvious that the course ICJ 704 deals with crime and justice issues, the faculty felt it is appropriate for the title to reflect this description. No other changes have been made.

4. Enrollment in past semesters:

Fall 2017 – not offered Spring 2017 – 9 Fall 2017 - 13

*Approximately 12 students each semester. 5. Does this change affect other programs?

__X___ No _____ Yes If yes, what consultation has taken place?

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Date Submitted to the Office of Graduate Studies: 5/4/17 Date of Program Approval: 5/3/17 Date of CGS Approval: 5/10/17 1. Contact information of proposer(s): Name(s) Email(s) Phone number(s) Jana Arsovska [email protected] 2. Proposed changes. Please complete the entire “FROM” column. Only complete the proposed


FROM (strikethrough the changes) TO (underline changes) Program ICJ MA Program ICJ MA

Course ICJ 715 Research Methods in International Crime and Justice Course ICJ 715 Applied Research Methods in

International Crime and Justice Pre- and/or Corequisites (specify which are pre, co, or both)

Undergraduate statistics course


Hours 3 Hours

Credits 3 Credits Description The purpose of this course is to provide

an understanding of the basic use of different methods used to obtain data in criminology and CRJ research in comparative, international and global contexts. The focus will be equally on thinking statistically and qualitatively. Statistical thinking involves drawing sensible conclusions from various kinds of data by interpreting appropriate statistics. This course covers basic bivariate statistics and some models with multiple independent variables. Qualitative methods will focus primarily on participant-observation, on asking questions, on writing field notes, and on the transformation of

Description Applied Research Methods in International Crime and Justice (ICJ) is a skills-based course that aims to provide an overview of different research methods and the underlying logic of qualitative and quantitative analysis using primary and secondary data in comparative and global contexts. The course familiarizes the students with an array of research designs such as narrative research, ethnography, case studies, content analysis, survey and experiment. The course prepares students to undertake a variety of statistical analyses using a commercial statistical software package. The course examines the challenges of ethical issues

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these primary field data into written ethnographic documents. This is a basic requirement for both doing social science research and for becoming an educated consumer of such research.

in conducting international crime and justice research.


3. Rationale for the proposed change(s): Our recent self-assessment of the ICJ MA program prompted the need to redesign the ICJ 715 course on research methods to prepare students with the more practical aspects of research. The proposed Applied Research Methods for International Criminal Justice (ICJ 715) will integrate qualitative and quantitative methods including a variety of statistical techniques with the emphasis on skills for collecting and analyzing the many kinds of data that International criminal justice scholars and practitioners works with. The course assignments will prepare the students not only to undertake their thesis projects but also future applied research activities in their career. Essentially this course will strengthen the students’ ability to link theory (taught in various courses e.g. ICJ 700 – International Crime and Justice Theory), research methods and statistics. Currently students take two courses on research methods — ICJ 715 and using computers (CRJ 716, which uses too generic criminal justice data not geared to ICJ data) — which limits them to take additional courses that are essential for knowledge building in International Criminal Justice, an evolving field. For example, the faculty decided that it is essential to have a course that studies transnational crimes in an International Crime and Justice Program. Also, after assessment of all of our courses the finding was that various aspects related to research methods are discussed in all of our core courses, and therefore there was no need for two methods courses, one of which doesn’t deal with international issues or data. Hence, we carefully crafted the proposed course to combine the ICJ 715 and CRJ 716 courses to enhance the requirements of the ICJ Program’s curriculum and to meet the needs of the students for the field. We also propose to make ICJ 706 – Transnational Crime, a core course in our ICJ program. The faculty believes that this course will better prepare our students for the ICJ field. The course is methodological, theoretical, and practical. We are also in the process of developing a more advanced research methods/statistical course for those students who plan to go to a PhD program and this new course will be offered as an elective. CRJ 716 will remain an elective course for those interested in criminal justice statistics and quantitative research skills. We will assess the new version of ICJ 715 in 3 to 5 years. 4. Enrollment in past semesters: Spring 2015: 13 Fall 2015: 22 Spring 2016: 7 Fall 2016: 10 Spring 2017: 5 5. Does this change affect other programs?

___x__ No _____ Yes

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APPLIED RESEARCH METHODS IN INTERNATIONAL CRIME AND JUSTICE

ICJ 715

SYLLABUS

Course Description: Applied Research Methods in International Crime and Justice (ICJ) is a skills-based course that aims to provide an overview of different research methods and the underlying logic of qualitative and quantitative analysis using primary and secondary data in comparative and global contexts. The course familiarizes the students with an array of research designs such as narrative research, ethnography, case studies, content analysis, survey and experiment. The course prepares students to undertake a variety of statistical analyses using a commercial statistical software package. The course examines the challenges of ethical issues in conducting international crime and justice research.

Goals and Learning Objectives:

Using a hybrid approach of teaching (classroom lectures and lab sessions) the main goals of this course are: to provide students with essential skills to evaluate existing studies in the International Criminal Justice System, to understand diverse qualitative and quantitative research designs, and to conduct descriptive and inferential statistics using statistical computer programs. The specific objectives of the course are to:

(1) provide students with knowledge of empirical research involving issues of research design and measurement; (2) expose students to small and large international criminal justice data sets; (3) prepare students in using appropriate computer program to conduct statistical analysis; (4) teach students how to communicate results clearly and effectively in concise short papers and reports

Upon completion of the course, students will be able to:

• think critically and understand problems in conducting cross-cultural, comparative and international research, including ethical issues

• understand the nature and structure of small and large international criminal justice data sets • critically appraise various methodologies in conducting international research • understand and explain concepts such as a research hypothesis, variables, levels of measurement, a unit of

analysis, statistical significance, and subjectivity versus objectivity • understand and perform univariate and bivariate statistical analysis and create graphs, charts and tables via

use of appropriate computer software such as EXCEL and SPSS • communicate data and findings clearly, orally and in writing

Course Requirements & Policies: Contacting Your Professor: I will be available to students during my office hours on Tuesdays from 2.30 to 3.30 pm. Students can also contact me by e-mail. I usually respond to e-mails within 24-48 hours. Required Text: Creswell, J.W. (2013). Research design. Qualitative, quantitative, and mixed methods approaches (4th edition). Sage

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Publications. Scholarly articles and documents listed on the schedule and available on the Blackboard course web site. Handouts distributed in class. Recommended and supplementary books and scholarly articles are listed at the end of this syllabus in APPENDIX. Blackboard: Every student in class is asked to check e-mail and Blackboard regularly. All additional readings (excluding the readings distributed in class) will be posted on the Blackboard. The grades will be posted on the Blackboard. Finally, DISCUSSION FORUM on the Blackboard is your place for information exchange and discussions on topics related to this class. You can access Blackboard directly via link: https://doorway.cuny.edu/ or navigate from the College home page, under John Jay Students, select Blackboard Online. You will be prompted to login with your CUNY portal login. To access Blackboard, you must have a CUNY portal account. To apply for an account, you must navigate to the CUNY portal page and click the Login link at bottom of left navigation bar, then click Register Now! Once you have registered, you will create your own login password. For additional help with Blackboard, see the Login in to Blackboard section. Student evaluation: GRADING PROTOCOL: Final grades will be computed on the following basis: Attendance and participation CITI Certificate

10% 5%

Short papers (3 x 10 points) 30% Computer lab assignment (4 x10 points) 40% Final exam 15%

A (93 points +), A - (90 – 92) (90%), B+ (87-89), B (83-86), B - (80-82) (80%), C+ (77-79), C (73-76), C - (70-72) (70%), F (below 70) Please note: The grades for each assignment will be posted on the Blackboard. Explanation of Grades: A, A- Excellent, B+, B, B- Very Good, C+, C Satisfactory, C-, Poor—Passing, but too many of these grades can lead to dismissal from the College because of a low grade point average, F Failure, an F is not erased when the course is taken again and passed. 1. Attendance and Participation (10%) Regular class attendance and active participation is essential. Missing more than one week of class will result in a reduced grade. Every student is expected to arrive on time and stay for the duration of class. Following college policy, attendance will be taken in the first 10 minutes of the class. All students are expected to participate in class discussions (during Q & A). Every student should come to class prepared. I will encourage participation of all students by occasionally calling on students from the class roll. Finally, I created a DISCUSSION FORUM on the Blackboard for

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http://www.cuny.edu/

http://www.cuny.edu/

http://www.lib.jjay.cuny.edu/blackboard.html#havingtroubles

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students to exchange information and have discussions related to this class. You are not required but strongly encouraged to take part in the FORUM. Classroom Etiquette: Talking during the lectures is very distracting to your instructor and other students, and therefore is strongly discouraged. All electronic devices (e.g., cell phones, blackberries and other electronic messaging or communication devices) must be turned off or on silence prior to entering the classroom. Please do not leave the classroom during the class session unless excused by your professor. Violating any of the above listed rules may result in a reduced grade. 2. CITI training and certificate (5%) Students are asked to complete at home or in the College’s computer lab the CITI certificate. Protection of human research participants-computer-based training (CBT) certificate: CITI (the Collaborative IRB Training Initiative) may be accessed at https://www.citiprogram.org. Register as a new user. Under “participating institutions” choose City University of New York. Your “role in research” is student researcher-graduate. Under “Department” you may put International Crime and Justice, and for the Office Phone, you may put 212 237 8032. Under “Curriculum” select, ‘I am here to take the Human Subjects Protections Course (IRB) for the first time, also known as the Basic Course’. Under “group”, select graduate students. At the end of your registration you will see a main menu with instructions to Enter and start the course. At the completion of all the modules please print the certificate that is awarded to you as proof, and bring it to class by the date indicated on the syllabus. If you have already completed this certificate you can do the refresher course. 3. Short papers (30%) There will be 3 short paper assignments, each worth 10% of your final grade. The topics of the short assignments will focus on the application of qualitative and quantitative research methods. In these papers students will show their comprehension of learned textbook material and understanding of studies described in the scholarly peer-reviewed articles assigned for the class. 4. Computer lab assignments (40%) There will be 4 computer lab assignments, each worth 10% of your final grade. Students will utilize several different international criminal justice data sets to complete exercises that will include: organizing the data, conducting descriptive and inferential statistics, and presenting data and results in tables, graphs and charts. Each assignment will be explained in the beginning of the class and students will work independently. At the end of the class time students will turn it their assignments for grading. The fourth computer lab assignment will include several steps in the data analysis, including testing a hypothesis and conducting the appropriate statistical tests. 5. Final exam (15%) The final exam is a scenario-based type exam that will synthesize lessons learned on research methods and on statistical analysis. Student will be asked to show their ability to make appropriate choices of research design, research instruments, ethical considerations, and data analysis. PLEASE NOTE: Cheating and plagiarism are ABSOLUTELY PROHIBITED. See CUNY policy on academic integrity at the end of the syllabus. WRITING: Grammatical errors will lower your grade, so proof read your assignments before submitting them. All papers must be formatted in the APA citation method. Students will use the American Psychological Association (APA) style for

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written assignments, as appropriate. APA guidelines can be found on the John Jay College Library website http://www.lib.jjay.cuny.edu/ under “Library publications.” The Writing Center - http://jjcweb.jjay.cuny.edu/writing/homepage.htm located in Room 01.68 NB, (212) 237-8569 is a service that provides free tutoring in writing to students of John Jay College. The Center emphasizes formulating a thesis, organizing and developing ideas, documenting American Psychological Association (APA) style, evaluating evidence and revising a paper, and writing specific to the disciplines. The Center's tutorial staff offers help in all stages of writing. Trained tutors work with students on conceptual and sentence level skills, rules of grammar and help them achieve greater eloquence and clarity in their writing.

Course Schedule: You are expected to complete the required readings by the date indicated on the syllabus. Students who miss class without a valid excuse should obtain a copy of any readings and assignments handed in class from another student. The schedule outlined below represents my intended timetable, but adjustments may be made during the semester and additional readings may be assigned (to be announced in class).

DATE TOPIC/ ASSIGNMENT ASSIGNED READINGS Week 1

OVERVIEW OF THE COURSE UNDERSTANDING INTERNATIONAL AND COMPARATIVE RESEARCH

Bennett, R. R. (2004). Comparative criminology and criminal justice research: The state of our knowledge. Justice Quarterly, 21(1), 1-21. Harrendorf, Stefan. (2014). How Can Criminology Contribute to an Explanation of International Crimes? Journal of International Criminal Justice 12. 2, 231-252.

Week 2

CHALLENGES IN CONDUCTING INTERNATIONAL AND COMPRARATIVE CRIME AND JUSTICE RESEARCH CONCEPTULAIZATION AND MEASUREMENT

Writing Strategies and Ethical Considerations. Chapter 4 Pages: 77-102. Nelken, D. (2009). Comparative Criminal Justice: Beyond ethnocentrism and relativism. European Journal of Criminology 6, 4, 291-311. Travers, M. (2008). Understanding comparison in criminal justice research. An interpretive perspective. International Criminal Justice Review 18, 4, 389-405. Estienne, E., & Morabito, M. (2016). Understanding differences in crime reporting practices: a comparative approach. International Journal of Comparative and Applied Criminal Justice 40, 2, 123-143.

Week 3

RESEARCH DESIGN I. DESIGNING INTERNATIONAL CRIME AND RESEARCH

The Selection of a Research Approach. Chapter 1, pages: 1 -22. Freilich, J. D.; Chermak, S.M.; & Gruenewald, J. (2015). The

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http://jjcweb.jjay.cuny.edu/writing/homepage.htm

http://web.a.ebscohost.com.ez.lib.jjay.cuny.edu/ehost/viewarticle/render?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46a9Ksq6uSLek63nn5Kx95uXxjL6urUq2pbBIr6yeULios1Kvq55Zy5zyit%2fk8Xnh6ueH7N%2fiVa%2bvsU6xrLJRsqakhN%2fk5VXj5KR84LPnS%2bac8nnls79mpNfsVbert0ixrrRIpNztiuvX8lXk6%2bqE8tv2jAAA&vid=2&sid=66e7a6c5-09b5-42b5-a45b-493f00383823@sessionmgr4010&hid=4212

http://web.a.ebscohost.com.ez.lib.jjay.cuny.edu/ehost/viewarticle/render?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie46a9Ksq6uSLek63nn5Kx95uXxjL6urUq2pbBIr6yeULios1Kvq55Zy5zyit%2fk8Xnh6ueH7N%2fiVa%2bvsU6xrLJRsqakhN%2fk5VXj5KR84LPnS%2bac8nnls79mpNfsVbert0ixrrRIpNztiuvX8lXk6%2bqE8tv2jAAA&vid=2&sid=66e7a6c5-09b5-42b5-a45b-493f00383823@sessionmgr4010&hid=4212

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CITI CERTIFICATE IS DUE

future of terrorism research: a review essay. International Journal of Comparative and Applied Criminal Justice 39, 4, 353-369. Deckert, A. (2016). Criminologist, duct tape, and Indigenous people: quantifying the use of silencing research methods. International Journal of Comparative and Applied Criminal Justice 40, 1, 43-62. Aranburu, X.A. (2010). Sexual violence beyond reasonable doubt: using pattern evidence and analysis for international cases. Law and Social Inquiry 25, 4, 855-879

Week 4

RESEARCH DESIGN II. THE INTRODUCTION THE PURPOSE STATEMENT RESEARCH QUESTIONS AND HYPOTHESES SHORT PAPER 1 IS DUE (Issues in international and comparative research)

Designing Research. The Introduction. Chapter 5, pages: 105-121. The Purpose Statement. Chapter 6, Pages: 123-138 Research Questions and Hypotheses. Chapter 7, Pages 130-153.

Week 5

QUALITATIVE METHODS: ETHNOGRAPHY, CASE STUDY AND FIELD RESEARCH

Qualitative methods. Chapter 9, Pages 183-213 Bukrapue, P. (2015). Fraudulent activities against foreign tourists in Thailand: A case study of jewelry business. International Journal of Criminal Justice Sciences 10, 2, 165-172. MacDiarmid, L. (2012). A rough aging out: Graffiti writers and subcultural drift. International Journal of Criminal Justice Sciences 7, 2, 605-617. Kazemian, L. (2015). Conducting prison research in a foreign setting. International Journal for Crime, Justice & Social Democracy 4. 1, 113-127. Liang, B. and Lu, H. (2006). Conducting fieldwork in China: Observations on collecting primary data regarding crime, law, and the criminal justice system. Journal of Contemporary Criminal Justice, 22, 2,157-172. Howard, J.G., Gottschalk, M., and Newman, G. (2011). Criminology, methods, and qualitative comparative analysis. In Natarajan, M (ed.). International Crime and Justice (pp. 486-492). New York: Cambridge University Press.

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http://ez.lib.jjay.cuny.edu:3746/ids70/p_search_form.php?field=au&query=lu+hong&log=literal&resolve_au&SID=pe7u7k84dv0ssg1cvf90bhp977

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Week 6 QUALITATIVE METHODS: INTERVIEWING AND FOCUS GROUPS

Atkinson, R. (1998). The life story interview. Qualitative Research Methods Series 44. A Sage University Paper. McCracken, G. (1988). The long interview. Qualitative Research Methods Series 13. A Sage University Paper. Holstein, J., & J.F. Gubrium (1995). The active interview. A Qualitative Research Methods Series 37. A Sage University Paper. Morgan D. (1988). Focus groups as qualitative research (2nd edition). Qualitative Research Methods Series 16. A Sage University Paper.

Week 7

QUALITATIVE METHODS: CONTENT ANALYSIS SHORT PAPER 2 IS DUE (Qualitative methods)

Mishra, A.J. & Patel, A.B. (2013). Crimes against the Elderly in India: A content analysis on factors causing fear of crime. International Journal of Criminal Justice Sciences 8, 1, 13-23. Ozascilar, M., & Ziyalar, N. (2015). Framing prostitution in Turkey: News media coverage of prostitution. International Journal of Criminal Justice Science 10, 2, 152-164. Singh Deol, S. Honour killings in Haryana state, India: A Content analysis. International Journal of Criminal Justice Sciences 9, 2, 192-208. Gottschalk, P. (2012). Rotten apples versus rotten barrels in white collar crime: A qualitative analysis of white collar offenders in Norway. International Journal of Criminal Justice Sciences 7, 2, 575-590. Denton, E. (2010). International news coverage of human trafficking arrests and prosecution: A content analysis. Women and Crime Justice 20, 10-26. Arsovska, J. and Temple, M. (2016). Adaptation, rationality, and advancement: Ethnic Albanian organized crime in New York City. Crime, Law and Social Change, 66, 1, 1-20.

Week 8

QUANTITATIVE METHODS: SURVEY AND EXPERIMENT RELIABILITY AND VALIDITY

Quantitative methods. Chapter 8, Pages 155-181 Natarajan, M. (2006). Understanding the Structure of a Large Heroin Distribution Network: A Quantitative Analysis of Qualitative Data. Quantitative Journal of Criminology, 22(2), 171-192. Van Dijk, J. (2015). The case for survey-based comparative measures of crime. European Journal of Criminology. 12 (4), 437-

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456. Van Dijk, J. (2007). Mafia markers: Assessing organized crime and its impact upon societies. Trends in Organized Crime 10, 39-56. Fry, L. (2013). Trust of the police in South Africa: A research note. International Journal of Criminal Justice Sciences 8, 1, 36-46. Pluye, P., & Hong, Q.N. (2014). Combining the power of stories and the power of numbers: Mixed methods research and mixed studies review. Annual Review of Public Health 35, 29-45. Neupane, G., & Chesney-Lind Meda (2014). Violence against women on public transport in Nepal: sexual harassment and the spatial expression of male privilege. International Journal of Comparative and Applied Criminal Justice 38, 1, 23-38.

Week 9

INTRODUCTION TO INTERNATIONAL DATA SETS INTRODUCTION TO EXCEL AND SPSS WHY STUDY STATISTICS? SHORT PAPER 3 IS DUE (Content analysis and quantitative methods)

COMPUTER LAB University of Gothenburg, Sweden, cross-sectional and longitudinal data merged from major agencies such as UN and the World Bank The International Crime Victims' Survey Other data sources will be identified

Week 10

DESCRIPTIVE STATISTICS Review of levels of measurement, discrete and continuous variables, levels of measurement, presenting data visually, descriptive statistics: percentages, ratios, rates, tables, charts and graphs

COMPUTER LAB Handout on levels of measurements and descriptive statistics

Week 11

DESCRIPTIVE STATISTICS AND MEASURES OF CENTRAL TENDENCY Descriptive statistics: percentages, proportions, ratios, rates, frequency distribution, tables, charts and graphs. Measures of central tendency: mode,

COMPUTER LAB Handout on measures of central tendency

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CUNY POLICY ON ACADEMIC INTEGRITY Academic Dishonesty is prohibited in The City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion, as provided herein. Definitions and Examples of Academic Dishonesty

median, mean. Computing measures of central tendency. Measures of dispersion: range and standard deviation. LAB ASSIGNMENT 1 IS DUE

Week 12

INFERENTIAL STATISTICS AND HYPOTHESIS TESTING Sampling, random sampling, t-test, and ANOVA (analysis of variance). LAB ASSIGNMENT 2 IS DUE

COMPUTER LAB Handout on t-test, and ANOVA.

Week 13

ASSOCIATION BETWEEN VARIABLES. BIVARIATE AND MULTIVARIATE CORRELATION Chi-square, Pearson’s Correlation Coefficient and multiple regression LAB ASSIGNMENT 3 IS DUE

COMPUTER LAB Handout on Chi-square and simple regression

Week 14

COMPREHENSIVE LAB ASSIGNMENT WHAT WE LEARNED IN THE COMPUTER LAB? Hypothesis, variables in the hypothesis (independent, dependent, the levels of measurement), descriptive, analytical strategy (inferential statistical test you are using and why), results (output from EXCEL or SPSS) and conclusions LAB ASSIGNMENT 4 IS DUE

COMPUTER LAB

Week 15

FINAL EXAM

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I. Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or communication during an academic exercise.

The following are some examples of cheating, but by no means is it an exhaustive list:

• Copying from another student during an examination or allowing another to copy your work. • Unauthorized collaboration on a take home assignment or examination. • Using notes during a closed book examination. • Taking an examination for another student, or asking or allowing another student to take an examination for you. • Changing a graded exam and returning it for more credit. • Submitting substantial portions of the same paper to more than one course without consulting with each instructor. • Preparing answers or writing notes in a blue book (exam booklet) before an examination. • Allowing others to research and write assigned papers or do assigned projects, including use of commercial term paper

services. • Giving assistance to acts of academic misconduct/ dishonesty. • Fabricating data (all or in part). • Submitting someone else’s work as your own. • Unauthorized use during an examination of any electronic devices such as cell phones, palm pilots, computers or other

technologies to retrieve or send information.

II. Plagiarism is the presentation of someone else‘s ideas, words, or artistic, scientific, or technical work as one‘s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source. Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism. Internet plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the internet without citing the source, and “cutting & pasting” from various sources without proper attribution. It is the student‘s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited. The following are some examples of plagiarism, but by no means is it an exhaustive list:

• Copying another person’s actual words without the use of quotation marks and footnotes attributing the words to their source. • Presenting another person’s ideas or theories in your own words without acknowledging the source. • Using information that is not common knowledge without acknowledging the source. • Failing to acknowledge collaborators on homework and laboratory assignments.

Students who are unsure how and when to provide documentation are advised to consult with their instructors. The Library has free guides designed to help students with problems of documentation. (John Jay College of Criminal Justice Undergraduate Bulletin, http://www.jjay.cuny.edu/academics/654.php , see Chapter IV Academic Standards) COLLEGE WIDE POLICIES FOR GRADUATE COURSES: see the Graduate Bulletin, Chapter IV Academic Standards. AMERICANS WITH DISABILITIES ACT (ADA) POLICIES: “Qualified students with disabilities will be provided reasonable academic accommodations if determined eligible by the Office of Accessibility Services (OAS). Prior to granting disability accommodations in this course, the instructor must receive written verification of a student’s eligibility from the OAS which is located at L66 in the new building (212-237-8031). It is the student’s responsibility to initiate contact with the office and to follow the established procedures for having the accommodation notice sent to the instructor.”

Source: Reasonable Accommodations: A Faculty Guide to Teaching College Students with Disabilities, 4th ed., City University of New York, p.3. (http://www.jjay.cuny.edu/studentlife/Reasonable_Accommodations.pdf)

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APPENDIX

Recommended and supplementary books and scholarly articles:

• Maxfield, M.G., & E. R. Babbie (2014). Research methods for criminal justice and criminology (7th edition). Wadsworth Centage Learning.

• Creswell, J.W. (2013). Qualitative inquiry & research design. (3rd edition). Sage Publications. • Morgan D. (1988). Focus groups as qualitative research (2nd edition). Qualitative Research Methods Series 16. A

Sage University Paper. • Atkinson, R. (1998). The life story interview. Qualitative Research Methods Series 44. A Sage University Paper. • McCracken, G. (1988). The long interview. Qualitative Research Methods Series 13. A Sage University Paper. • Holstein, J., & J.F. Gubrium (1995). The active interview. Qualitative Research Methods Series 37. A Sage

University Paper. • Fox, J.A.; J.A. Levin, & D.R. Forde (2013). Elementary Statistics in Criminal Justice Research (4th edition).

Pearson Publisher • Healey, J.F. (2014). Statistics: A tool for social research (10th edition). Cengage. • Barrett, C.R. & Cason, J.W. (2010). Overseas Research: A Practical Guide (2nd edition). New York: Routledge. • Hantrais, L. (2008). International comparative research: theory, methods and practice. Palgrave Macmillan. • Aldrich, J.O., & J.B.Cunningham (2016). Using IBM SPSS Statistics (2nd edition). Los Angeles: Sage Publication. • Ragin, C. (1987). The comparative method: Moving beyond qualitative and quantitative strategies. University of

California Press. • Eriksson, A. (2011). Researching community restorative justice in Northern Ireland: A cross-cultural challenge.

Victims and Offenders 6, 3, 260-274. • Hussein, R.A. (2015). The existing tensions in the defining of human trafficking at a UK and international level:

A critical overview. International Journal of Comparative and Applied Criminal Justice 39, 2, 129-138. • Troshynski, E., and Blank, J. (2008). Sex trafficking: an exploratory study interviewing traffickers. Trends in

Organized Crime. 11 (1), 30-41 • Kaye, J.,Winterdyk, J., Quarterman, L. (2014). Beyond criminal justice: A case study of responding to

human trafficking in Canada. Canadian Journal of Criminology & Criminal Justice, 56 (1), 23-48. • Natarajan, M., Zanella, M., & Yu, C. (2015). Classifying the variety of drug trafficking organizations. Journal of

Drug Issues 45, 4, 409-430. • Varese, F. (2012). How Mafias Take Advantage of Globalization. British Journal of Criminology. 52 (2) 235-

253. • Green, J.G., Furlong, M. J.,Astor, R. A., Benbenishty, R., and Espinoza, E. (2011) Assessing school victimization

in the United States, Guatemala, and Israel: Cross-cultural psychometric analysis of the School Victimization Scale. Victims and Offenders 6, 3, 290-305.

• Hagan, J., and Rymond-Richmond, W. (2008). The collective dynamics of racial dehumanization and genocidal victimization in Darfur. American Sociological Review, 73, 6, 875-902.

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Date Submitted to the Office of Graduate Studies: 5/8/2017 Date of Program Approval: 5/2/2017 Date of CGS Approval: 5/10/17 1. Contact information of proposer(s): Name(s) Email(s) Phone number(s) Douglas Salane [email protected] 212 237-8836 2. Proposed changes. Please complete the entire “FROM” column. Only complete the proposed


FROM (strikethrough the changes) TO (underline changes) Program D4CS MS Program

Course FCM 780 Capstone Seminar and Fieldwork Course


Prerequisite: Successful completion of Qualifying Exam


Prerequisite: Permission of the instructor

Hours 3 Hours

Credits 3 Credits Description Supervised fieldwork on a forensic

computing case or a computer security problem, sometimes with the participation of program faculty. The fieldwork is complemented with a biweekly seminar with a corporate partner of the graduate program. Students are assigned to work with either an agency or corporate partner of the graduate program.

Description


3. Rationale for the proposed change(s):

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As part of the capstone revision, the qualifying exam is being eliminated, and FCM 780 will no longer require that the student pass a qualifying exam. Registration will be by permission of the instructor. 4. Enrollment in past semesters:

Approximately 3 students in FCM 780 each semester for the past 3 years. 5. Does this change affect other programs?

___x__ No _____ Yes If yes, what consultation has taken place?

129

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ittee Y

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College C

ouncilY

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Graduate Studies

YY

Y8

7H

onors, Prizes and Aw

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Student Evaluation on the Faculty

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8C

ouncil of Undergraduate Program

Coordinators

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8Student Interests

YY

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3U

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Y†Y

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Faculty-Student Disciplinary C

omm

ittee (formally Judicial

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0B

udget and Planning Com

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Y4

4E

xecutive Com

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ollege Council

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8C

ollege Wide A

ssessment C

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Joint meetings of the Financial Planning Subcom

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Budget and Planning C

omm

ittee and the Strategic Planning Subcom

mittee of the B

udget & Planning

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10†M

ay minutes have not yet been approved, therefore not subm

itted

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Undergraduate C

urriculum and A

cademic Standards

Graduate Studies

Counseling D

epartment

Faculty SenateH

onors, Prizes and Aw

ards Com

mittee

Registrar

129 proposals and reports were put on the C

ollege Council agenda for consideration in academ

ic year 2016-2017.L

ast Up

dated

: July 6

, 2017

Submitted Proposals and R

eports for Academ

ic Year 2016-2017

Total: 129

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Updated: January 3, 2017

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John Jay College of C

riminal Justice

The C

ity University of N

ew Y

ork

College C

ouncil Calendar 2017-2018

Items D

ue

E

xecutive Com

mittee

College C

ouncil Meeting

Monday, A

ugust 21, 2017

Thursday, August 31, 2017

Tuesday, Septem

ber 12, 2017 Friday, Septem

ber 15, 2017 W

ednesday, September 27, 2017

Wednesday, O

ctober 11, 2017 Tuesday, O

ctober 17, 2017

Tuesday, October 31, 2017

Thursday, N

ovember 9, 2017

Friday, Novem

ber 10, 2017

Monday, N

ovember 20, 2017

M

onday, Decem

ber 4, 2017 Friday, January 19, 2018

W

ednesday, January 31, 2018

Tuesday, February 13, 2018 Tuesday, February 26, 2018

Thursday, M

arch 8, 2018

Monday, M

arch 19, 2018 Thursday, M

arch 22, 2018

Monday, A

pril 9, 2018

Thursday, A

pril 19, 2018 Friday, A

pril 20, 2018

Tuesday, M

ay 1, 2018

W

ednesday, May 9, 2018

A

ll meetings begin at 1:40 p.m

. and are open to the College C

omm

unity. The Executive Com

mittee of the C

ollege C

ouncil meets in R

oom 610 H

aaren Hall. The C

ollege Council m

eetings take place in Room

9.64NB

. A

dditional meetings if needed

Items D

ue

E

xecutive Com

mittee

College C

ouncil Meeting

Monday, N

ovember 20, 2017

M

onday, Decem

ber 11, 2017 Tuesday, D

ecember 12, 2017

Tuesday, May 1, 2018

Monday, M

ay 14, 2018 Tuesday, M

ay 15, 2018

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